This program will focus on some of the most intractable and convoluted crises engulfing the Middle East and North Africa in order to better understand their root causes on behalf of identifying potential solutions. Revolution, counter-revolution, civil war, theocracy, dictatorship, corruption, torture, iconoclasm, imperialism, dispossession, terrorism, sanctions, invasions, occupations, insurgencies, counter-insurgencies, clash of civilizations, clash of ignorance: these are a few of the central terms used in the news to describe the recent present in the region. What do these words mean? What caused the actions and events they refer to? Who are the major players, the agents of stability and change --- for better or worse? How are we to determine what is better or worse? What material or conceptual structures (from countries to theories) do we need to comprehend before we attempt to answer these questions? How can we develop a nuanced analytical language that will allow us to describe these complex crises and their causes over and against the myths and slogans they are so frequently reduced to? How, in other words, can we better understand the history that underlies the news, and what futures might such an understanding make possible?In the fall and winter quarters, students can look forward to a dynamic mix of lecture, seminar, and workshop anchored in a constellation of intensive reading, responsive writing, and active looking. An oscillating relationship between theorizing, doing things with words, and making things visible will serve as the engine of our transdisciplinary inquiry, which seeks to uncover overlooked relationships in order to increase the overall power and scope of our analysis.Our interdisciplinary inquiry will be anchored in the methods of diagramming and diagnosis. We will begin, for instance, by plotting, on a massive sheet of paper, the myriad interrelationships between sectarian, religious and ethnic populations of the region, tracking, in particular, the evolution of their alliances and conflicts. Students will maintain and update this diagram throughout the three quarters, and reflect on the labyrinthine web that constitutes the region in all its complexity. This diagram will act as a template from which students will begin to look for the connective tissues that may help to resolve the current climate of conflict. We will diagnose these conflicts and their major players not only through the analytical frameworks of geography, history, comparative religion, and political science, but also in light of aesthetic practices, such as poetry and fiction, on the one hand, and image-making (and image-breaking) of all shapes and sizes, on the other. What can art teach us that theory overlooks? What are the limits of disciplinary approaches forged in Europe and the U.S. when it comes to describing the crises convulsing the Middle East and North Africa? What other kinds of diagnosis might our diagrammatic approach allow us to come up with?The program will closely examine the dramatic sequence of uprisings most often referred to as “The Arab Spring” that shifted the dynamics of power and resistance across the region and that led to some of the most visible and volatile events unfolding in the area today (such as the Syrian civil war, the emergence of ISIS, Kurdish autonomy, and so on). We will study this sequence in relation to the ongoing geopolitical processes (such as imperialism, self-determination, and resource extraction) that led to the founding of the countries in the region in the first place, our premise being that “there is no just way in which the past can be quarantined from the present” (as Edward Said has argued).In the spring, students will form large blocs to begin the process of negotiating and proposing actions designed to ameliorate the regional conflicts we have been studying. This process could follow the form of model legislative bodies such as the U.N. or the Arab League, on the one hand, or the form of more impromptu assemblies of the sort that have sprung up in Tahrir Square or in autonomous Kurdish territory, on the other. By the end of spring quarter, students will have completed a complex diagnostic diagram of the region, and faculty will collate student recommendations to send to the Arab League, the U.N., and other pertinent bodies. Students will also have the opportunity to produce and curate images that relate to a representation of the Middle East and North Africa. Students will learn to apply the complexities of visual analysis to the visual languages that have helped create and support colonial aspirations and the creation of identity across the spectrum of the region’s varied populations.

This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology

This writing intensive course has two purposes. The first is to help students develop as academic writers, to engage in writing as intellectual work. We will work on developing "rhetorical reading" skills--noticing not only what something is about, but also how it is put together. Building on common readings, students will write and revise several academic essays. Students with more academic experience will have the option of writing essays in areas related to their academic concentrations. A key element for all students will be engaging in productive revision processes. We will also explore academic writing at Evergreen--in particular, the purpose and practice of Evergreen's Academic Statement. This course can serve as an introduction to academic writing; for more advanced students, it offers the opportunity to develop a stronger practice of revision.

During this program, students will develop the skills and insight needed to conduct and understand the relationship between business and society and how business practices such as innovation, critical analysis, ethics, sustainability, management, and leadership influence outcomes. Factors that are key to business success will be explored from a number of different perspectives and stakeholder views. The program includes fundamental work in entrepreneurship, leadership, management, ethics, quantitative work, corporate finance, accounting, financial statement and ratio analysis, as well as the concept of time value of money. In the fall, the program includes four credits of basic undergraduate statistics, which will serve as a foundation for further work in advanced social sciences, including graduate programs (e.g., an MBA or MPA) requiring statistics.
Through seminar texts, daily readings from the Wall Street Journal, independent research, movies, speakers, field trips, business simulations, group projects, workshops, and student presentations, students will examine business and finance from a variety of viewpoints. Seminar texts include books representing entrepreneurship, innovation, management science, finance, marketing, ethics, and management. We will read Goldratt and Cox’s
, Sheryl Sandberg's
, and Malcolm Gladwell’s
During winter quarter, students will work in small groups on formally proposed, extensive independent projects focused on improving their research skills. They will be required to analyze and critique a compelling problem or issue centered on our primary themes of economically successful businesses. The research includes a term paper and will conclude with a multimedia presentation to the rest of the program. Students will also cover forecasting, linear programming, decision analysis using tree diagrams, and queuing theory from the field of management science.In the spring quarter, student teams will compete in an advanced business simulation. The simulation will require substantial student research, including analysis of quantitative and qualitative data. Students will finish the simulation with improved teamwork skills as well as a greater understanding of financial statement analysis, competitive strategy, marketing, operations, and business economics.Upon successful completion of the program, students will be better equipped to understand how a successful business is operated and to work with financial data and procedures in the conduct of business and public policy. They will also be better prepared for the quantitative requirements of businesses and governments.

Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market.
studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements.
studies plant ecosystem ecology, carbon dynamics, and nutrient cycling in forests of the Southwest and western Washington. This work includes image analysis of tree roots, molecular genetics, plant physiology, carbon balance, nitrogen cycling, species interactions, community analysis, and restoration ecology. He also manages the EEON project (
). See more about his lab's work at:
. Students participating in this program work closely with ongoing research in the lab, participate in weekly lab meetings, and develop their own research projects.
conducts research on linkages between terrestrial and aquatic environments. She is trained as a freshwater ecologist and primarily studies in-stream ecosystem processes and aquatic communities. She and her students study leaf litter decomposition in streams as a major input of organic material to aquatic systems. In addition, she conducts research on aquatic macroinvertebrate community structure, aquatic fungal biomass and standard water quality and hydrology measurements in stream and river environments.
studies birds. Current activity in her lab includes avian bioacoustics and avian monitoring and research in Evergreen’s campus forest and other nearby locations. Bioacoustic research includes field monitoring of local birds using audio recordings and microphone arrays, and editing and identifying avian songs and calls from an extensive collection of sounds from the campus forest as well as tropical forest sites in Borneo. Local research projects in the campus forest and nearby locations include Pacific wren mating and life-history strategy, cavity formation and use by cavity-nesting birds (and other cavity-dependent species), and monitoring long-term trends in bird populations and communities using a variety of standard approaches.
conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral, and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology, and biochemistry.

This program will examine the history, development, and business policies of the adventure travel and ecotourism industries. The United States introduced this new sphere of tourism to the international community in 1969, when three American climbers created the world’s first adventure travel company, Mountain Travel
which took eager clients to the Himalayas. This company, and the thousands that soon followed worldwide, tapped into many tourists’ desire for more adventurous trips. Trekking, rafting, and climbing—most often in foreign countries—all became hallmarks of this new type of tourism. Exploring distinct cultures and diverse peoples in more natural settings, especially those far removed from cities, created an explosion of opportunities in the tourism business worldwide.
In addition to learning the history and economic power of these industries, we will also examine specific business models in the program. All students, for example, will create at least two plans: the first will be a dream adventure travel destination; the second will be a dream ecotourism destination. Since each student will be the “owner” of a new adventure travel or ecotourism business for a period of this program, dream trips will need to make economic sense. You will need to understand your client base, their income, their desires, and your company’s special skills. Several guest speakers with long histories in adventure travel and ecotourism will give us added insight, as will numerous field trips.

The ascension of Barack Obama, the first Black President, prompted many conservative and liberal commentators to proclaim the United States to be a “post-racial” society; racial equality will be the new norm. Yet since the 2008 election, African Americans are still incarcerated at a higher rate than whites, they continue to be victims of police shootings at a disproportionate rate, the wealth and income disparities between Blacks and whites remains, and negative constructions of the realities of Blacks still persists. Today, 150 years after emancipation, 50 years after the civil rights movement, and after the election of Obama, there continues to be a significant racial divide in the United States. Why do deep racial divisions persist? Why do they persist even though skin color differences correlate to geography and the sun’s ultraviolet light, and there is no biological basis for the constructed categories of “Black,” “White,” “Asian,” “Latino” and “Native American”? How, then, is race constructed? And why were the categories of race developed with some groups having greater privileges and rights than others?

Accompanied by live drumming, we will learn dances originating in Africa
and migrating to Brazil during slavery. We will dance to the driving,
rapturous beat from Brazil known as samba. For the people of the
villages surrounding Rio de Janeiro, samba is considered their most
intense, unambivalent joy. In addition, we will dance and sing to
contemporary cross-cultural beat from Bahia: Samba-Reggae and the
Candomble religious dances of the Orixas. We will also learn dances from
other regions of Brazil, such as Baiao, Frevo and Maracatu.

Accompanied by live drumming, we will learn dances originating in Africa
and migrating to Brazil during slavery. We will dance to the driving,
rapturous beat from Brazil known as samba. For the people of the
villages surrounding Rio de Janeiro, samba is considered their most
intense, unambivalent joy. In addition, we will dance and sing to
contemporary cross-cultural beat from Bahia: Samba-Reggae and the
Candomble religious dances of the Orixas. We will also learn dances from
other regions of Brazil, such as Baiao, Frevo and Maracatu.

Accompanied by live drumming, we will learn dances originating in Africa
and migrating to Brazil during slavery. We will dance to the driving,
rapturous beat from Brazil known as samba. For the people of the
villages surrounding Rio de Janeiro, samba is considered their most
intense, unambivalent joy. In addition, we will dance and sing to
contemporary cross-cultural beat from Bahia: Samba-Reggae and the
Candomble religious dances of the Orixas. We will also learn dances from
other regions of Brazil, such as Baiao, Frevo and Maracatu.

Accompanied by live drumming, we will learn dances originating in Africa
and migrating to Brazil during slavery. We will dance to the driving,
rapturous beat from Brazil known as samba. For the people of the
villages surrounding Rio de Janeiro, samba is considered their most
intense, unambivalent joy. In addition, we will dance and sing to
contemporary cross-cultural beat from Bahia: Samba-Reggae and the
Candomble religious dances of the Orixas. We will also learn dances from
other regions of Brazil, such as Baiao, Frevo and Maracatu.

How did Black women and men, of many different cultures and ages, succeed against all odds? How did they move from the master narrative to their own agency? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-based exploration of the resiliency, efficacy, and longevity of the lives and legacies of selected Black women and men from Ancient Egypt to present-day African Americans. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history, and popular culture to investigate these women’s and men’s lives with cultural contextualization.

This program explores changes in the social construction and cultural expectations of family life and intimate relations, from colonial times to the present. We begin by delving into the very different values and behaviors of colonial families and then trace changes in love, marriage, parenting, and family arrangements under the influence of the American Revolution and the spread of wage labor. We study the gender and sexual norms of the 19th century, including variation by race and class, then examine the changes pioneered in the early 20th century. We discuss the rise of the 1950s male breadwinner family and then follow its demise from the 1960s through the 1980s. We end the quarter by discussing new patterns of partnering and parenting in the past 30 years,Readings will be challenging, and there will be frequent writing assignments. All students are expected to complete all assignments and participate in workshops and seminar discussions. Credit depends upon consistent attendance and preparation and a demonstrated mastery of the subject matter.This class is excellent preparation for graduate work or professional employment in history, sociology, law, American studies, social work, and psychology. It provides needed context and background for people working in the social services or education.

sociology, history, family studies, research, social work, teaching, family law and counseling.

This second-year ASL course will emphasize expressive and receptive skills development and American Sign Language fluency. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught. Prerequisite: ASL I, II, III. Credits awarded will be 4 Evergreen credits.NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 21, Room 286 -- The first class will meet on Tuesday, September 22 (before Evergreen's start date). Students must be registered by 5:00 PM on Thursday September 17th.

The mid-nineteenth century, often called the “American Renaissance,” was a time when writers and artists made a conscious effort to create a uniquely “American” vision—one that differed from European models. They embraced the challenge of depicting what they viewed as a new utopia--an unspoiled and vast continent. Painters and writers saw themselves as "seers," pushing their work into visionary realms. They drew on American experience and places, like Whitman’s Manhattan and Brooklyn, Thoreau’s Walden Pond and Thomas Cole’s Hudson River Valley. Melville’s stories of whaling and life at sea and the Luminist painters’ visions of sky, light and ocean all helped to shape an “American” identity. We will explore the relationships between the writing and the art and learn how the Transcendentalists in writing and oratory mirrored the Luminists in painting, expressed through a veneration of nature. We will include the experience of women, such as Abby Williams Hill, a notable landscape artist who braved bears, frostbite and a stampeding mule train to paint in the Cascades (while not neglecting her six children and being active in the early childhood education movement). We will ask why this period is still compelling and how this “American” identity continues to resonate in our culture.As part of our study, we will learn formal analysis of text and image and we will also incorporate creative writing—another way to link words with images. Moving from theory to practice, we will create assemblages, such as the Cornell Box, that allow us to express through art what we have learned about American literature and art history. As the Tacoma Art Museum has recently opened its new wing, housing one of the largest collections of art of the American West, we will visit the museum, bringing our practice of formal analysis as a generative lens through which we understand both iconic and new American “ways of seeing.” Credits will be awarded in Art History and American Literature

Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human-animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? This program is an interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, evolutionary biology, zoology, anthropology, and philosophy. Through field trips, guest speakers, reading, writing, and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals, and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals, while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. They will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question. Students will finish the quarter with a multiple-day trip to University of British Columbia, where they will visit with faculty and students doing active research in animal welfare science.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology, and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection.

In this two quarter program, students will study the history, theory, and techniques of early 20
-century Avant-garde dance and theater, including Surrealist, Dada, Futurist, Cubist, and Bauhaus dance-theatre, and performance art. This is a practicum and study is rigorously focused on experiential learning through regular technique, theory, and composition classes stressing the live performance of original and recreated works, supported by scholarly research in the various genres studied.
In the first quarter, students will study early 20
-century Western experimental performance art through the reading of texts, performance theories, and manifestos, and the screening of filmed recordings of performances. In weekly workshops, students will learn and practice new techniques in dance, theatre, and related art forms, and reconstruct historical performances. Students will test performance theory through improvisation, and the composition of original performance works based on the genres studied.
In the second quarter, students will continue studies to build on their historical, theoretical, and technical knowledge in order to create a body of short performances to be presented in a final concert at the end of the quarter. Students will be heavily involved in both workshops and independent rehearsals in order to realize the final public presentation.This is an advanced program in theory and practice, designed particularly for theater and dance students, however, avant-garde performance works are multidimensional, and students in the performing arts, media arts, and visual arts with strong musical and kinesthetic sensitivity are welcome. Work will include research, design, and construction in various interdisciplinary fields, such as costuming, scenic design, and the design and manipulation of props. There will be multiple workshops per week in addition to text seminars and screenings. Workshops are progressive, each weekly premise building upon the last, and attendance is essential, requiring high levels of maturity, independent time management, and organization. There will be multiple rehearsals each week to reconstruct and create new work. Works in progress will be shared regularly in performance forums for peer and faculty critique. Most experiential learning cannot be "made up", and students are expected to be active and enthusiastic participants in all aspects of the program at all meetings, and to demonstrate integrative, independent, and critical thinking.

We are living in the archive. The 21st century, age of the digital and of infinite information horizons, offers particularly fertile conditions for future artists, writers, curators, and educators to meet, collaborate, and reinvent their identities as cultural workers, memory agents, and experimental pedagogues. This program is designed to support students in the arts and humanities who are interested in forging a practice that combines creative and critical engagement with questions of memory, the writing of history, the document and the object, the history of exhibition and display, the gallery, museum, and archive.We will investigate the ways that cultural institutions, including museums, ethnographic films, and documentary photography have written "official" histories; our own creative experiments will be directed toward critiquing and intervening in these visual narratives by working closely with archival materials. Our studios and laboratories will often be museums and archives; we will visit museums in Seattle and Portland, and we will spend time almost every week in a local archive, getting to know the Washington State Archives here in Olympia as artist-researchers.This is an advanced program for students who are looking to develop their own research-based artistic practice and who want to pursue small-scale individual or collaborative projects within the context of a program structured around supporting that work through lecture/screenings, presentations, weekly writing workshop and project critique, and seminars on common readings. Students will plan independent work for the quarter under faculty guidance. Students will also share in leading class sessions that may include regular work-in-progress presentations, seminar facilitation, and other presentations of research related to program themes. Projects supported: critical/creative writing (we will do our best to blur the line between these), non-traditional writing for the moving image and performance, video and film, photography, and other visual arts.Students interested pursuing an in-program internship as part of their academic work in the program should register first, then research their options and contact the faculty to discuss further.

What role does dance, theatre, art and literature play in liberatory struggles? From anti-colonial struggles during the colonial era to ongoing struggles for democracy, this program will explore the role played by art forms and artists in resisting colonial domination, negotiating power structures and offering counter-narratives. Our program will examine forms of resistance that arose in the context of colonial India, as well as those that mark the postcolonial experience of India as a nation of diverse communities.
Through our study of history, literature, dance, theatre and political economy, we will examine the ways in which marginalized communities in India have used various art forms to “talk back” to narratives of domination and create public spaces that counter the psychic and social oppressions of colonialism, neocolonialism and neoliberalism today. Some of the art forms we will explore include: the street theatre, dance and literature that played a significant role in anti-colonial struggles; the music, traditions and lives of
who contested the strictures of gender and class by living lives that flouted the dominant norms of womanhood and femininity; as well as the music and street theatre of contemporary marginalized communities facing displacement and dispossession. Throughout the quarter, we will use the lenses of political economy to contextualize the backdrop of material conditions in which these art forms were practiced historically, as well as the conditions in which they are performed today.

This upper-division program will focus on both theory and practice in the field of psychology related to counseling for individuals, groups, and communities. The program will also focus on applications of social justice multicultural counseling work in the mental health field through theoretical readings and case studies.Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, behavioral, humanistic, and transpersonal paradigms in psychology. Students will develop paraprofessional counseling skills based on peer counseling, energy psychology, and expressive arts therapy models of practice. Mindfulness and somatic practices will be explored in terms of developing presence as a counselor, therapeutic skills, and understanding interpersonal dynamics in counseling situations.Modes of instructions will include seminars, counseling labs, workshops, assessments, and theoretical projects.

Doing well while doing good is a challenge. Whereas some kind of help
is the kind of help that helps, some kind of help we can do without.
Gaining wisdom to know the paths of skillful helping of self and others
is the focus of this four-credit course. We will explore knowing who we
are, identifying caring as a moral attitude, relating wisely to others,
maintaining trust, and working together to make change possible.

"The art of living" is an ancient concept, one that has always suggested that by being educated correctly one could come to live consciously and conscientiously, attentively, and with a sense of purpose. “Correct” education required both education of the mind and education of the body. One cultivated the mind through philosophical discussion with elders and masters who also prescribed appropriate practices for the body. This program will begin by contrasting “the art of living” and its characteristic effort to refine life by cutting away the unnecessary in favor of the Good, with modern life that constantly seeks to expand one's choices, options, and alternatives, all of which tend to distract our attention from our “true” purpose. Among other practices, we will study walking, reading, and writing: walking as political (e.g., protest marches), aesthetic (the "dandy"), and ascetic (pilgrimage) activity; reading not as information acquisition or entertainment but, as many religions do, as a practice of discernment of wisdom; writing not to express oneself or to find one's voice, but as a dedicated effort to find words to help one appreciate and understand embodied experience. We will explore questions about values in life as well as the writings of authors such as C.G. Jung, Ivan Illich, and Joanna Macy.We will explore ways people have used resources and practices, personal to global, to craft richer, more meaningful lives. We will have weekly workshops in movement and somatic practices as well as an overnight retreat to build program cohesion and explore new skills. During the term, students will work collaboratively to create responses to our program materials. They will also conduct independent research on a topic of their choosing, related to the program content; this project will account for up to half of the awarded credit.

This interdisciplinary class will explore the art and art history of mosaics
An ancient art that combines practicality with beauty, the mosaic medium is currently having a renaissance as contemporary artists explore its emergence as a sustainable medium that often uses recycled materials. It is also a functional art form that is often used in architectural design and in outdoor sites. In studying the history of mosaics, we will concentrate on three eras when mosaic art flourished: the classical, Byzantine and medieval periods; the Arts and Crafts Movement and the Art Nouveau style that grew out of it; and contemporary mosaics.
Students will be guided in a process for making both two-dimensional and three-dimensional mosaic artworks and will also have writing projects, research assignments, and workshops to help them to more critically write about and talk about art. Projects ideas will grow out of studying the history of mosaics. Critique/analysis sessions will emphasize using design principles to make more compelling artworks.

David Ritz, music writer
This program will provide an introduction to, and overview of, that magnificent and enduring American art form we know as “the blues”: its musical elements, African and African American roots and precursors, historical and stylistic evolution, major practitioners, and its influence on other musical genres (most notably, jazz, rhythm & blues, rock & roll, rock, and rap/hip hop). Equally importantly, we will examine its impact on American culture and, among other ventures, apply a blues theory of aesthetics to U.S. literature in general, and African American literature in particular.
Our primary written text will be the anthology,
(Steven C. Tracy, editor). Additional written texts will include biographical and autobiographical selections, fiction, poetry (including music lyrics), and scholarly articles on the blues. Weekly film screenings will include a range of fiction works and documentaries such as Martin Scorsese’s critically acclaimed series,
. Finally, there will be extensive listening assignments that will provide the soundtrack for our journey from Africa to the southern United States, to the urban North, throughout our nation, and across the globe.
We will devote two weekly seminars to close readings of written texts, films, and music. In addition to short weekly writing assignments, students will produce a final project that will help them refine both their expository and creative nonfiction writing skills. There will be a weekly open mic opportunity for musicians—whether aspiring or experienced—to play and share the blues, as well as a three-day field trip to a major Pacific Northwest blues festival.

Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation using the naked eye, binoculars, and telescopes. We will learn about the evolution and structure of our universe and its celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading and share their research with classmates.In our seminars, we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. They are invited to help organize an observation field trip to regions with clear skies.

This is a year-long, upper-division science program in physical chemistry. In this program we will go from introductory chemistry concepts of the shapes of atomic and molecular orbitals, and explore how these shapes are known mathematically and measured experimentally. Similarly, we will move from stating that some materials are conductors to examining the solid-state structural characteristics that indicate a material is a potential conductor or semiconductor. This program is devoted to exploring the "But why?" of physical chemistry by examining topics in thermodynamics, quantum mechanics, kinetics, advanced inorganic chemistry, and materials chemistry. During Winter and Spring quarters statistical mechanics – the discipline that most unites physics and chemistry – will enable us to derive from first principles such “chemistry” topics as the law of mass action, the ideal gas law, the heat capacity of solids, and the Gibbs free energy, and such “physics” topics as the behavior of semiconductors, the Planck blackbody law, Bose-Einstein condensation, and the Chandrasekhar limit for stellar collapse. Many of the topics in this program require a strong mathematical foundation and comfort with application of calculus. Elements of upper-division linear algebra, differential equations, and probability will be taught in conjunction with the chemistry and physics content of this program.The program will encompass lectures, workshops, labs, group projects, seminars, homework, essays, field trips, and community interaction events. Primary topics of study will include: thermodynamics (enthalpy, entropy, Maxwell relations), statistical mechanics (equipartition, the Boltzmann factor, chemical potential, Bose and Fermi statistics), quantum mechanics (Schrodinger equation, atomic and molecular energy levels, electronic structure of atoms and molecules, spectroscopy), kinetics (unimolecular and biomolecular kinetics, reaction spontaneity, current kinetic theories), and properties of materials (phase diagrams, solid-state structure, bonding theories, applications of symmetry and point groups, electronic and magnetic properties of materials), as well as the chemistry of transition metal complexes and materials synthesis. Each quarter will involve significant advanced laboratory work focusing on instrumentation, experimental design and research, and structured experimentation. Additional focus on scientific writing, scientific ethics, and societal issues connected to science will be incorporated throughout the year.

This sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. Students will have weekly reading assignments and weekly lab assignments outside of class time.

You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change. Students will be asked to develop goals for using their learning in their own work or life settings and to examine how we internalize our theories of influence into our stance as agents of change. There will be opportunities to show our individual presence and to experience the impact of that presence on others. Together these art forms facilitate both self-knowledge and social change. By combining theory and practice, students in will develop powerful skills in communications, empathy, and group dynamics.
We will use acting to assist us to observe carefully the nature of human feeling and interaction, and to use our observations to create insight in our audiences and ourselves; singing to make art out of breathing, to literally tune ourselves to the subtlest vibrations our bodies are capable of; songwriting to imagine words, rhythm, and melody together and to put forth our imaginations into public space; and human development theory to give us a frame for understanding self in context.
We will focus on how we present our authentic selves to the outside world. We will use maskmaking, performance work, and presentation skills to explore exterior expressions of our interior selves. A major focus of this quarter will be to explore how we use ourselves to influence change.
We will focus on two person and dyadic systems as we asses ourselves in intimate communities. How do we form and sustain primary relationships? How do we take care of each other? How do we connect in friendships, relationships and colleagueship? At the interpersonal level of system, boundaries are drawn between pairs: individual/individual, individual/subgroup, and individual/group. The goal of work at this level is to clarify the nature of the boundary, to understand the boundary between self and other, to define how often and with whom interaction takes place, and to notice how exchanges of influence and information occur across that boundary. *Spring quarter students taking the program for will engage in an additional 4 credit project related to working with dyadic systems. The project will include a research paper and a creative project using performing, media, and/or visual arts. Possible Texts:Csikszentmihalyi, Mihaly. 1991: HarperCollins; ISBN: 0060920432Gergen, K. (2009) . Oxford University Press, USA. ISBN: 0195305388Smith, Anna Deavere. . 1994: Anchor; ISBN: 0385473761Sotomayor, Sonya. (2013) . Vintage. ISBN: 9780345804839 Credits will be awarded in arts and culture and psychology.The Program will be offered in an Intensive Weekend format.

“All sorrows can be borne,” writes Isak Dinesen, “if you put them in a story, or tell a story about them.” This program will approach autobiography (literally, ‘self-life-writing’) as a powerful way to make sense of human experience, particularly in times, places, and social, political, and personal settings that differ from our own. Our texts will range from classics in the genre, like Angelou’s and McCourt’s , to works of autobiographical fiction by Joyce and Plath, to innovative graphic novels like Marjane Satrapi’s and Craig Thompson’s In seminars, students will delve into the intricate issues of memory, authority, persona, and truth that present themselves to every writer of self-narrative; in “writing marathons” they will learn to write freely and fearlessly about their experiences, thoughts, and emotions. Students will also develop and articulate their new understandings by means of response papers, reflective journals, bibliographic summaries, and related activities. Finally, each quarter students will write substantial memoir-essays of their own, developing their topics and drafts in a supportive group environment.

We need a new generation of leaders and game changers. The notion of leadership that once resonated with greatness no longer inspires new dreams, compelling visions, and revolutionary actions. The unethical behavior, self-indulging decisions, and ego-driven conduct of many contemporary leaders have eroded the society’s trust in their corporate, public and political leaders. There is an urgent need for conscious and principled leaders who are driven by a set of universal virtues, a strong moral compass, and a deep desire to serve a global society and a sustainable world. This course teaches students critical concepts and skills to examine their passion and purpose, develop vision, mission, values, and a plan of action to serve their communities. This course provides students with the opportunity to reflect, collaborate, and learn through individual and group activities including self-evaluation, cases, discussions and seminars, and team projects.

Ideas matter. Words and music are powerful; they can profoundly alter how we view ourselves, everything outside ourselves, and the intersection of the two. What can the works of composer Ludwig van Beethoven and poet William Blake teach us about the power of imagination and the possibilities of human freedom? Through close listening and reading, we will study the textures of their work in the context of the 19th century, as well as consider several of their late 19
-century inheritors and 20
-century transformers and critics: in poetry, the experimental formalism of Gertrude Stein and Louis Zukofsky (“upper level music, lower level speech”); and in music, the compositions of Richard Wagner, Gustav Mahler, and Arnold Schoenberg. Other readings will include Nietzsche’s
Georg Buchner's
and Adalbert Stifter's
as well as essays by Maynard Solomon, Richard Taruskin, Edward Said, and Theodore Adorno. Particular works of Beethoven to be considered are the
and the opera
, as well as Blake's "The Marriage of Heaven and Hell."

As of 2015, one in ten Americans do not have health coverage; American life expectancy, at 79 years old, is four years worse than Italy.What factors are responsible for our state of health and wellbeing, as individuals and societies? How does inequality with respect to socioeconomic status relate to health inequity? What are the additional effects of race and ethnicity? What can we do as individuals, communities, and as a nation to eliminate inequality? Can the Affordable Care Act help us eliminate health inequity? How do we compare with other countries and what can we learn from them? These questions form the central concerns of this 8 credit program. We will be addressing these questions in the larger social context of increasing inequality in the U.S. in the past several decades. Our learning community will work as individuals and in small groups to understand what inequality means and how where we stand socially affects our health in every way, from our circumstances of birth to our life expectancy and mode of death.

This program will explore issues of identity and our tendency to see the world in binary (that is, "either/or") terms. We all rely, in varying degrees, on certain categories and labels to help us understand ourselves and our environment. What if those categories blurred or merged and we began to see plants, animals, and people in “and/both” terms rather than “either/or” fashion? What does it mean to be “black and white” or “male and female” or “human and machine”? One of the goals of this program is to expose flaws in binary forms of thinking and analysis and, in the process, help students question the very foundations of what is considered normal in our world.The sciences, the arts, and popular culture will be our primary investigative tools. Topics for exploration will include race, biology, and genetics; the fusion of human and machine (cyborgs, artificial intelligence, implants, and prostheses); diversity, gender, and sexuality in nature (for example, marine invertebrates that have both male and female sex organs or transgender expression among hummingbirds); how mixed-race and transgender identities help challenge the mythologies of race and gender; and what cinematic representations of vampires, monsters, and aliens can teach us about the meanings of "human" and other topics.Our learning goals will include development of analytical/critical thinking, reading, and writing skills; communication skills; and the ability to work across disciplines and differences. Weekly activities will include lectures/presentations, labs, workshops, film screenings, and seminars. Students will be required to submit weekly lab reports and seminar assignments, maintain an Identity Journal, and produce and present a final project.

In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others.

This upper-division science program will examine the interplay between the biological and chemical processes of the Earth's hydrosphere and lithosphere. Many environmental processes occur as a result of specific microbial processes that are intrinsically controlled by the substrate (geology) and the geochemical parameters (redox, pH), making these studies inherently interdisciplinary.Over the quarter, we will investigate biotic and abiotic controls on the cycling of important elements (specifically key biological and chemical elements of carbon, nitrogen, iron, etc., and elements we often consider toxic such as arsenic and heavy metals) in both "pristine" and polluted systems, and in aerobic to anaerobic systems. Students will cover topics in environmental microbiology examining the roles microorganisms play in the environment, their metabolism, and the broad diversity of the ecosystems they occupy. Likewise, students will cover topics in geochemistry and geobiology examining the role of microbes in element cycling at the Earth's surface. Laboratory work will focus on both classical microbiological methods, as well as newer biochemical and molecular procedures to determine the biodiversity of soil and water samples and the activity of specific organisms within an ecosystem. In addition, students will learn field sampling techniques, collect soil and/or water samples in the field during day trips, and conduct relevant geochemical analyses in the laboratory to elucidate element cycles. Weekly seminars and student presentations discussing recent research from the primary literature will be important components of the program.

Bodies are tangible; they have form and substance, a materiality that we can perceive, sense, and touch. Bodies, too, can sense and feel the world they inhabit—the heat of the sun, the pain of a thorn, the coolness of water, the slap of an insult, the jolt from a pleasant surprise. Bodies are organisms that grow, change, and die. It is within these bodies that we experience what we call a
And yet, bodies are also signs; like a text, we learn to read (and misread) our body and the bodies of others. The color, size, age, and sex of a body (among other features) are computed to determine meaning and value. Some bodies matter in our cultural, political, historical field more than others; some bodies are prized and imitated.
The body, in its psychological, biological, and social realms, will be at the center of our study. We will investigate the knowledge we have created about the body and how that knowledge relates to broader cultural, historical, environmental, and political forces. Our study will integrate current research and scholarship from the fields of psychology, biology, anthropology, feminist epistemology and philosophy, public health, literature, and sociology. We will study introductory anatomy and physiology—the basics of how our bodies work—in order to know something about the physical matter of which our bodies are comprised, and concepts in public health that help us to understand the contexts which determine health and illness. Our work in social psychology will examine the everyday interplay between embodied individuals and the social world in which we live, move, think, emote, and act. Through anthropological, sociological, and feminist lenses, we will examine the history, institutions, and cultural beliefs that shape how and why bodies are judged to be healthy or sick, normal or abnormal, beautiful or ugly, virtuous or deviant, powerful or weak.In this lower-division program for freshmen and sophomores, we will pay special attention to nurturing intellectual skills and sensibilities. In particular, we will help students learn to listen and observe attentively, do close and critical reading with challenging texts, contribute clear and well developed writing, make relevant contributions to seminar discussions, and acquire research and laboratory skills in biology, social psychology, and anthropology.

This program focuses on people's relationships with plants for food, fiber, medicine, and aesthetics. Students will study economic botany through seminar texts, film, and lectures that examine agriculture, forestry, herbology, and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany and natural history have played in colonialism, imperialism, and globalization. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In fall, weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from the assigned texts. In winter, students will write a major research paper on a plant of their choosing, applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data, and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.This program serves both advanced and less experienced students who are looking for an opportunity to expand their understanding of plants and challenge themselves. This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. Students will learn about plant anatomy, morphology, and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community will explore how present form and function informs us about the evolution of plants such as mosses, ferns, conifers, and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic plant identification skills of common species.

Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the
Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. Our work will also contribute to the new Indigenous Arts Campus.
During
, we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion.
During
, we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season.
During
, we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation.

The Pacific Northwest (PNW) supports one of the world's most diverse assortments of bryophytes and lichens. Bryophytes (mosses, liverworts and hornworts) are the earliest land plants. Lichens, are not plants at all- they are a diverse group of symbiotic organisms composed of a fungal partner with an algae and/or cyanobacteria. Together, bryophytes and lichens occur on nearly every continent and ecosystem in the world and are among the most sensitive indicators of environmental change. In the ecosystems where they occur they work to stabilize soils, reduce water and nutrient run-off and provide habitat and nesting material for invertebrates and vertebrates. Moreover, lichens and mosses represent ~30% of the world’s eukaryotic biological N-fixation and peat-moss alone stores nearly 33% of all global terrestrial carbon.This upper-division science program focuses on bryophytes and lichens- their taxonomy, ecology and biology. Field trips will emphasize life history of these species as well as the sight recognition of major groups and proper collection methods. Lab activities will involve identifying collected specimens to species using dichotomous keys and developing proficiency in techniques for the identification of mosses and lichens, such as thin-layer chromatography and chemical thallus testing for lichens, dissection and slide-making techniques and use of compound and dissecting microscopes. Many of these lab skills can be applied broadly to other taxonomic groups of plants and fungi. Lectures and seminars will focus on readings from bryology and lichen textbooks as well as a variety of essays and scientific papers relating to the evolution, systematics and ecology of these taxa. Students will conduct quarter-long group research projects, which may include herbaria-based taxonomic studies and field-based floristic studies.

This program is designed for business and arts students with a strong interest in making a living as an entrepreneur, operating in the nonprofit art world, or making a career in creative industries, and bridging the conventional gaps between creativity, business sense, and social engagement. An artist or entrepreneur who understands the principles of a well-run organization and can deal effectively with management issues like economics, finance, business planning, marketing, negotiating contracts, legal issues such as free speech and fair use, applying for grants, and strategic planning, we'll find, is likely to gain more artistic and professional freedom. For-profit and nonprofit organizations are different, and we want to make sure students gain knowledge of the vast range of ways they can make a living in and around the arts. By examining art, music, and theatre worlds, we will discover structures that help foster vibrant artistic communities—but also basic business and entrepreneurship principles applicable in many other contexts, including the entertainment and media industries. We'll meet business and nonprofit leaders (often artists themselves) who bring artists and art lovers together. We'll cover concepts in economics, gain critical reasoning skills, and learn about entrepreneurship, how to start a business, and management as a profession. We'll cover topics like strategic planning, tax and copyright law, prices and markets, promotion and marketing, budgeting, fundraising, job-hunting using social media, and working with employees, customers, and boards of trustees.Activities in the program will include options for related independent creative work and research on working artists, workshops on how to create and read complex spreadsheets and budgets, career counseling, and a rich mix of critical and creative projects, including a series of visits to local arts organizations and with Evergreen alumni active in many creative endeavors, followed by further research, analysis, and critiques. Each quarter's work will include an optional week of travel and study to a big city in the United States: to New York City during the fall and Los Angeles during the winter. Students unable to travel to these cities can pursue related fieldwork in the Pacific Northwest. By the end of the program we expect you to have developed practical skills in financial literacy and career-building, be able to think creatively about ways to connect your own artistic and wage-earning work lives, have an impact on organizations in communities you care about, acquire firsthand knowledge of a diversity of successful arts initiatives, and communicate effectively in the languages of business and nonprofit administration.

Nonprofit organizations, also known as social enterprises, are the growth engines for building communities and implementing social change. How do nonprofit agencies operate in American society? How do they interact with private and public agencies? What makes a nonprofit business successful, fiscally, socially, and ethically? How do nonprofits cultivate a culture of altruism, enrich communities, promote social services, and develop responsible goals and missions? How do nonprofit leaders use storytelling as a strategic tool to promote their vision, advocate for their mission, build community, and inspire generosity, both within and outside their agencies? How do nonprofits raise funds through grants, fundraising, and responsible business practices? How do nonprofit agencies promote personal, social, and economic sustainability on local and global scales? What can go wrong, and how do nonprofit organizations measure their effectiveness? How are nonprofit agencies working to shape the future of entrepreneurship, social service, human potential, sustainability, and creativity? Participants will address the challenges faced by nonprofits, and work to identify and develop the skills and competencies they need to understand, develop, manage, or operate a sustainable and successful nonprofit businesses. Program topics will focus on developing leadership and public presentation skills, and on identifying how leaders effectively tell stories. We will look at nonprofits that work nationally and internationally, and we will study local nonprofit agencies that are successful in advocating for social, cultural, arts, educational, and environmental programs. Students will have the opportunity to explore the issues, challenges, and opportunities that arise from working with various types of businesses across the boundaries of cultural difference. This program is for students with strong interests in business management, community development, organizational behavior, arts and cultural advocacy, writing and communications. The program is designed to facilitate interactive learning through seminar discussions and workshop activities. Students will develop leadership, writing, storytelling, and communication skills. They will have the opportunity to integrate their learning experience by means of developing business venture proposals or by doing in-service community internship projects.

Calculus I, II, and III is a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. During fall quarter, we will engage in a rigorous study of derivatives and their applications through multiple modes of inquiry. Winter quarter will focus on procedures and applications of integration. Spring quarter topics include introduction to multi-dimensional space, introduction to differential equations and sequences and series. There will be an emphasis on context-based problem solving and collaborative learning. If you have questions about your readiness to take this class, please contact the faculty.

How can monsters and witches, figured so closely in relation to animals both in being endangered and dangerous, help us think about climate change, the sixth great extinction we are currently undergoing, transition, transformation, and adaptation? How might these – monsters, witches, and climate change – be tied to social movements, political economy, and social change?This intensive literature, creative writing, and political economy program will take up the above questions and others. Students in this program will learn to read, think, and discourse analytically and will develop creative and critical writing and research skills through the study of contemporary and historical relationships between climate change, inequality, and capitalism. We’ll learn about the changes in the global political economy from the Middle Ages to the present and its implications for daily life. Pivotal concepts will be introduced to analyze the past, the present and possible futures through literary and economic lenses.
Shakespeare's
whose anti-hero, Caliban, has become a symbol of resistance to colonization – will form a core text. The program title is taken from Silvia Federici's study
an illuminating analysis of the movements and peoples who had to be suppressed in order to build the foundations of modern capitalism.
Using these two texts as our focal points, students will be introduced to key concepts in Marxist, feminist, economic, and post-colonial theory as well as experimental approaches to contemporary storytelling, including feminist and post-colonial appropriations. Students will be invited to re-think the political-economic underpinnings of inherited conceptions of space and knowledge. We'll also consider the dominant role that storms, droughts, shipwrecks, and other disasters have played in canonical and contemporary art, and participate, along with a consortium of other programs in sciences and humanities, in shared curriculum focused on climate change.

Why and how should we care for our planet? Do we have reason to care only about other human beings, or should we care about non-human animals as well? How about other organisms -- or even whole ecosystems? And what about people and other living things in the future? How does knowledge of living things help us to care about them?In this program, we will take as our focus questions about our reasons to protect and preserve life, human and non-human, now and in the future. We will study biology, specifically evolution and ecology, to understand the variety and complexity of life, and we will study philosophical ethics, specifically environmental ethics, to understand our ethical place in the world. This program will help students to widen their understanding of the world and their place within it.

In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.

This is an introductory studio course in forming processes and surface options in ceramics. Students will learn the hand-building techniques of pinching, coil-building, slab-building, extruding, and get an introduction to wheel-throwing. Surfaces will include terra sigillata, stains, slips and low-fire glazes. We will also cover common ceramic terminology, materials, and firing techniques.

In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.

This program will focus on developing strategies for creating and navigating change as we look toward the future. The goal is to enhance students' capacities to respond to and promote change on personal and institutional levels. Within this context, students will study historical trends and contemporary practices that will shape and impact their future endeavors. By analyzing and evaluating the effectiveness of existing models, students will develop proactive interventions to address pressing community problems.The topic of change will be approached through studies in philosophy, history, sociology, psychology, political economy, scientific inquiry, environmental studies, law, literature, visual/media arts, mathematics, and logic. Students will enhance their knowledge with skill development in the following areas: writing, mathematical reasoning, media literacy, multimedia technology, statistics, public speaking, and organizational and community development.During the fall, students will explore historical and philosophical traditions that inform efforts to design pathways for future possibilities. This includes investigating personal and societal notions of the natural and social worlds as portrayed through arts and humanities, natural sciences, and social sciences.During the winter, students will utilize an interdisciplinary approach to explore and understand contemporary models of change. This includes researching specific community-based problems and identifying proactive strategies that address such concerns.During the spring, students will investigate successful models of change to extrapolate how such models might be useful, but also might be limited in their capacity to address future possibilities, and to propose proactive community-based interventions tailored to specific community concerns.

This program will explore topics in chemistry at the introductory level. It is designed for students who are eager to gain an understanding of chemistry so that they can pursue further studies at the general chemistry level and for those seeking to broaden their liberal arts education. Program activities will include lectures, workshops, and laboratory experiments. We will begin the study of introductory chemistry by exploring the structure of the atom and the nature of the chemical bond and proceed towards an understanding of molecular geometry. This will lead us to discussions of the periodic table, chemical reactions, mole concepts, and stoichiometry. In the laboratory, we will develop bench skills and lab techniques. In particular, we will focus on measurements, preparing solutions, titrations, and spectroscopy while learning how to use spreadsheet software for data collection and analysis. In chemistry workshops, students will work in small groups to solve problems that further their understanding of the topics covered in lectures. Collaborative learning will be expected and emphasized although students will be responsible for their individual work.In the mathematics workshops we will use multiple representations to study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. In the science seminar, students will read historical and contemporary readings in math and science and discuss how multiple cultures view math and science. Students will give a presentation to the class on a topic related to or as an extension of the seminar readings.

This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of Silk Roads in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the routes. We will examine Asian philosophies including Daoism, Confucianism, Buddhism and Shintoism. We will learn the ideographic languages and their embedded worldview and sensitivities as expressed in poetry and literature; and we will envision contemporary and future Silk Roads with new trends, aspirations, and beliefs.
Our inquiry into Chinese and Japanese history will focus on periods in which foreign influences were most influential, for example the time when Buddhism, along with tea, traveled on Silk Roads. Another transformation occurred in the 20
century, with devastating conflicts of WWII. Most of today’s complex political issues between China and Japan stem from this war.
For centuries China has played, and is continuing to play, a central role in Asia. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural climate and needs. Japanese language, architecture, literature and art are steeped in Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture that has disappeared from China itself. Treasures from the Silk Road and Tang Dynasty dance and music from the 8
century still survive in Japan. Such heritage has, in turn, helped produce a present day cultural renaissance in China. Much scholarship about China has been continually flourishing in Japan and the contemporary pan-Asian culture is developing beyond national borders.
Program activities will include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops; and learning about Chinese tea culture and Japanese tea ceremony.

With China’s emergence as one of the world’s leading political players and economic powerhouses within the last four decades, there has been increasing international attention and news coverage on current Chinese political and economic developments. Today’s China, under a new generation of leadership ushering in many unprecedented reform programs, remains an enigma for most Westerners. The program aims to unravel part of that mystery through study of China's cultural roots and ideological foundations. We will dig the roots of Chinese culture by probing into Chinese religion and folklore and examining several different forms of Chinese artistic activities, including performing arts, visual arts, and arts of self-cultivation.In fall quarter, we will study the religions and folk culture of China. We will examine the formal histories and primary tenets of Chinese “Three Teachings”: Confucianism, Daoism, and Buddhism. Mythology, fairy tales, and fantasies, transmitted either orally or in written texts, will also inform our study as symbolic expressions of spiritual forces and religious aspirations within the cultural psyche. The combined energy of official and popular religions, spiritual and “superstitious” practices, folk and secular activities—with their literary and visual manifestations—has affected Chinese society and political structure over centuries. By reading translated texts and viewing different religious and cultural activities on film, we will try to discover and dissect the interlocked relationships between religion, spirituality, philosophy, and folk culture in the Chinese contexts.In winter quarter, we will focus on the arts of China, both traditional and modern. Chinese arts have long been a necessary vessel for the outpouring of spiritual and folk energy from all facets of Chinese life and society. We will read Chinese literature and drama that grew from the repertoire of popular stories, study Chinese theatre as a continuation of Chinese storytelling and acrobatic traditions, and delve into the spiritual core of Chinese visual arts. Students will read texts as well as engage in movement workshops and artistic experiments which connect cultural studies with practical, hands-on exercises.Faculty will take interested students to China either at the end of winter quarter or in spring quarter. These students will study Chinese performing arts in one of the most prestigious theatre schools in Beijing for four weeks, and spend two more weeks traveling to the south to continue exploring Chinese culture with a focus on religion, spirituality, and folk culture. Students who do not go to China will conduct independent research projects on Evergreen's campus.A Chinese language class will be embedded within the program. Students traveling to China will continue to study Chinese language at the institutions we will visit and through daily functions and encounters, which will provide incentives and opportunities for further language study.

This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.

21st Century inhabitants of the earth find no shortage of complex problems that demand our attention. They run the gamut from pandemics to unsafe neighborhoods, economic collapse to unemployment, climate change to institutional racism. But why are some groups more likely than others to successfully address the issues they face?
In this program we hypothesize that humankind must become "smarter" about its affairs if there is to be any chance of making social and environmental progress. Everywhere we see how money and power control how things are managed — or not. The playing field is not level, but positive change
occur.
Civic intelligence is the name for the type of collective intelligence that addresses significant shared problems effectively and equitably. Intelligence, whether in a single person or collectively, in classes, cities, nations or the world, is a complex ecosystem of interacting ideas, visions, perceptions, assertions, and questions. And intelligence is not just in the head: it is deeply intertwined with action — planning, evaluating, doing — and interacting with other people.
We will explore civic intelligence through seminars, films, workshops, lectures and group projects throughout the program. But because
civic intelligence is not enough — we also will learn about civic intelligence by
it. Throughout the three quarters we will use the lens of a laboratory to employ and explore civic intelligence. We will read
and other writings that focus on a problem-solving, experimental approach and
that John Dewey and other authors advanced.
We will strive to make our own program into a "lab" of sorts and collect data as we move forward. We plan to consciously leverage Evergreen's underlying philosophy as a non-traditional, experimental school that integrates theory and practice to explore how students can take a more active role in their education and in their interactions in the world.
We will also work with one or more research and action efforts. Possibilities include an innovation network of people working in small to mid-sized cities, towns, or neighborhoods in Washington State; Evergreen's Center for Community Based Learning and Action (CCBLA), and a county-wide health initiative. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills.

The communities of Grays Harbor will be our learning laboratory for our investigation into what makes communities work. We will use a multidisciplinary approach in the examination of how these communities evolved and the role that local schools and educational institutions played as the region grew and developed.This year-long program will help students develop the skills needed to assess their communities, capture their observations, and articulate them in a useful form. Students will work to improve critical thinking, research methods, analytical reading and writing, and understanding across differences of socio-economic class, race and ethnicity. This program will support students pursuing advanced degrees or careers in the field of education, government and non-profit service organizations.Students will work in teams as they learn research skills, participate in field activities, and keep a record of their progress through a variety of assignments, such as mapping, journaling, oral histories, and data analysis. One of the primary objectives of this program will be to give back to the communities we are studying by adding to historical internet archives and creating photo journals, stories, poems and published articles.Our contextual focus will be the formation of communities in the “Harbor” – generally speaking the geographic region that is connected to the communities of Aberdeen, Cosmopolis and Hoquiam. Special emphasis will be given to the evolution of the region’s public school system and to current educational issues from policy to classroom practice.Our examination of the history of the region will seek out answers to how past events inform the current issues in education and community development policy that the Grays Harbor region is facing now and in the future. Students will learn how to work with primary source material and conduct research as a means of learning skills that are transferable to a broad range of social science disciplines.

The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science and beneficial for computing work in support of other disciplines. Students will have the opportunity to achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving, and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics, and programming in the context of the liberal arts and compatible with the model curriculum developed by the Association for Computing Machinery's Liberal Arts Computer Science Consortium.The program content will be organized around four interwoven themes. The computational organization theme covers concepts and structures of computing systems from digital logic to the computer architecture and assembly language supporting high-level languages and operating systems. The programming theme concentrates on learning how to design and code programs to solve problems. The mathematical theme helps develop mathematical reasoning, theoretical abstractions, and problem-solving skills needed for computer scientists. A technology and society theme explores social, historical, or philosophical topics related to science and technology.We will explore these themes throughout the year through lectures, programming labs, workshops, and seminars.

Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253.

How do we conserve endangered animals? These are complex species, often with specific habitat needs. They interact in elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of what kinds of habitats species need, and how these habitats are distributed across landscapes, is crucial to managing landscapes to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of endangered species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis; ecological modeling; integration of scientific, legal and political information; and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act (ESA) of 1973. Students will apply a rigorous approach to collecting and analyzing biological, ecological, and habitat data, using GIS to develop habitat suitability models and cost surface maps. Students will learn the importance of developing spatial analyses that communicate ecological information for decision making and planning. They will integrate information into species habitat conservation plans (HCPs), learning to effectively communicate goals, objectives, actions and options while following federal guidelines.Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. As a final project, students will develop and present a formal HCP for a threatened or endangered Pacific Northwest species. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 and develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species.
Lectures will cover the areas of landscape ecology, island biogeography and meta-population theory,
spatial analysis, GIS, wildlife habitat analysis, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration.

This program will examine the work of Indigenous artists in North America who have helped define the Contemporary Native American Art Movement since the 1960s and will trace the movement’s evolution through 2015. Beginning with an examination of works by seminal artists like Alan Houser, Oscar Howe, Fritz Scholder, and Helen Hardin, who transformed American Indian art, students will explore the way that these artists and the Indigenous artists who came after them became an innovative force that redefined the place of American Indian/First Nations artists in the global art world. We will analyze the way these various generations of artists have created movements in the Americas that have challenged anthropological and colonial paradigms that define aesthetically exquisite objects made by Indigenous peoples as artifacts to be studied in an ethnographic context rather than as works of fine art. We will look at the way the art/craft divide in European and American settler art discourse has affected the way Indigenous art has been defined. Through detailed analyses, students will critically reflect on not only the aesthetic principles inherent in Indigenous artwork, but also on the historical and cultural contexts which inform the artists of the Contemporary Native American Art Movement. Finally, students will learn how to look at, interpret, understand, and write about the works of contemporary Indigenous artists in the United States and Canada.

The central focus of this intensive modern dance program is dance composition, including rigorous daily classes in technique, theory, composition, and performance. Compositions are evaluated on the basis of inventiveness, structure, and performance. Choreographic space, shape, time, and motion are used as metaphors for concepts and dynamics of culturally perceived sacred and profane values and meanings. Students create original choreography, drawing content from thematic program premises, their own life experience, and past interdisciplinary study. Conceptual themes include power and powerlessness, belonging and alienation, freedom and inhibition, sadness and happiness, beauty and ugliness.Activities include daily classes in Nikolais/Louis technique, theory, and improvisation; and weekly dance labs in composition, critique, and stage craft. Morning sessions include an advanced Pilates-based floor barre, standing center work stressing rhythmic precision, spatial focus, and balance, and dynamic movement in large space. Afternoon workshops rotate between movement classes in theory, improvisation, composition, text and film seminars, and performance forums in which students share work in progress for peer and faculty review. Each week has a clear theoretical premise explored daily from a technical, compositional, and axiological perspective. Choreographic craft elements of space, shape, time, and motion are explored as sociocultural metaphors ranging from the mundane to the sublime, from anxiety to ecstasy. In Week 6, a focus on stage craft is added, including small and large group work, preparing choreography for presentation, working with music, costumes, scenery, props, and lighting for dance.Lectures, films, and seminars will review the history of various art forms, and compare the creative process in dance, painting, architecture, and poetry. Seminars situate texts, film and art in critical, aesthetic, historical, and sociocultural contexts. Writing will balance creative and analytical styles, including weekly journals and debriefs. The program culminates with a public concert of selected student work. Choreography will be selected based on inventiveness, structure, and performance quality.

While crises are often seen as rough times, unexpectedly and temporarily interrupting what is taken as normal, we will study them as aspects of fundamental change and restructuring resulting in opportunities for some and reversals for others, often setting in motion a new political-economic trajectory.For many, the economic and political crisis of the past decade was their first experience with a relatively sudden and severe economic downturn in which political priorities are restructured and outcomes uncertain. Similarly, for many, Occupy was their first experience of a mass opposition movement. These were not new phenomena in the United States. We will place our current crisis in historical and theoretical context through the examination of four periods of political-economic crisis and transformation, focusing on political economy, social movements, and the media. Two are well known: our current crisis and the deep depression that bridged the close of World War I to the opening of World War II. Another largely forgotten period is the Great Depression of the late 19th century, out of which emerged a modern industrialized United States. Additionally, we will investigate the first crisis, spanning the end of the Revolutionary War through the ratification of the Constitution. Each period was characterized by economic crisis and social upheaval, ultimately resulting in a transformation of U.S. capitalism.The crisis of U.S. journalism and the media with their growing potential to reach a large population will be placed in historical and theoretical context. We will study the way critical junctures in the evolution of the media (the advent of the newspaper, telegraph, radio, and Internet) coincided with the major crises of capitalism, how and when the media served the interests of the powerful, and how and when the media served the interests of social movements.

In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well-reasoned, persuasive writing of their own. Students will study informal reasoning and develop their own abilities to give good reasons in writing for their own views. Students will develop their reasoning and writing skills through sustained engagement with a particular theme. This quarter's theme will be the role of reasoned argument in a pluralistic society.

-Laura Bickford, Oscar nominated producer of "Traffic"
Film can revolve around complex issues found in society and offer different perspectives on human and societal behavior. Students will view and analyze a minimum of 15 films from the big screen, small screen, and documentary categories. The class will be divided into four topical areas: race relations, corporate influence and impacts, LGBTQ community issues, and a miscellaneous category. Examples of films that may be included are: Crash, Milk, American History X, Wall Street, Grand Torino, Blackfish, Traffic, Missrepresentation, and How to Survive a Plague. Several foundational books will be read with the concepts applied and studied in tandem with the topics. Students will review critiques of the films, participate in seminars, use organizing techniques to identify concepts, and review competing and historical perspectives. In addition, students will begin to understand the roots of social/activist movements. Students will produce reflections, comparative analyses, and a substantial (topic of choice) research paper, deep reflective questions for the films, and research work associated with each film category. They will learn to apply critical modes of questioning to issues in their own communities. They will understand the meaning of social consciousness and the value of significant dialogue. Students should be prepared to enter into difficult discussions with civility and respect. Students can expect to examine their own beliefs in light of differing perspectives. Students can expect to receive credit in political science, critical thought, social consciousness, media studies, or social justice.
: students in this program
be prepared to view films that offer controversial, uncomfortable, highly emotional, or trigger subject matter and perspectives and may be rated R.

Periods of war and violence are also periods of immense cultural production. Those who engage in war and violence often draw upon and rearrange existing cultures and forms; at other times, they invent new cultural traditions and forms to legitimate and facilitate their actions. At the same time, others draw upon resources in the existing culture or invent new cultural forms to respond to, contest, and resist war and violence. If war and violence can be made through culture, they can also be unmade through cultural practices.
This two-quarter program will examine the production of culture in a variety of wars and violent contexts drawn largely from the Middle East and Latin America in the 20
and 21
centuries. Utilizing theoretical perspectives and methods from political science, cultural studies, and literature, we will examine questions such as: What forms does violence take? What cultural forms facilitate violence? What cultural forms are produced by violence? What cultural forms can respond to or resist war and violence? We will examine diverse types of war and violence in the modern period, from interstate war to new forms of warfare and violence. We will focus on case studies of insurgency, civil war, counterinsurgency, and the “drug wars” in places such as Guatemala, Colombia, and Mexico, as well as the U.S. invasion and occupation of Iraq and forms of violence in Israel-Palestine and Lebanon. In all of these cases, we will study representations of violence in literature and art, as well as cultural production and resistance by artists observing and responding to violence. For example, we will look at how a mayor used performance to lower rates of urban violence in Bogotá, Colombia, how an Iraqi performance artist used his body to question war, and how a rebel-poet in Chiapas, Mexico, has led a revolution of indigenous peasants largely through literary production.
The primary learning goals of the program include obtaining a thorough knowledge of cases of war and violence in the present period; furthering an understanding of cultural production in Latin America and the Middle East; and developing skills in literary and artistic interpretation, critical thinking, analytical and creative writing, and cross-cultural communication.The program will explore the meaning and practice of violence through a variety of formats and media, including novels and testimonies, films and video, and historical and analytical texts. Exercises and assignments will include class presentations, role-plays, writing workshops, and analytical papers. The program’s objective is to push us to think more deeply about how violence can transform cultures and how cultural production can be mobilized to disrupt cycles of violence. The program will provide a stimulating context for political and intellectual dialogue and guidance on writing, research methods, Internet research, and approaches to challenging texts and ideas.

What does it mean to read? How does reading shape one’s identity, and how does identity shape how one reads, and what one finds in those books? In this two-quarter program, we will examine the intertwined developments of poetry and history, and the implications of those histories for a theory of reading. What is the function of the poem, how is it to be heard or read, and how do its metaphors and syntax shape the very way a people or person might think and feel? What is the traditional role of the historian, and how do historians produce texts that authorize their own truth? How do historical and poetical works, and the various epistemological claims made in their name, interact in the contemporary moment? What is the role of translation in the dissemination of literary texts and shaping of the historical imagination?
In the past, reading was deadly serious business. In this program, we’ll explore the relationship between illuminated manuscripts, medieval devotion, and power; how the advent of printed reading rocked Europe and sparked 100 years of war in the 16
century; links between political cartoons, scandalous pamphlets, and the terror of the French Revolution; the ways in which readers in the Romantic age fashioned a notion of themselves and their visions of a good life through their readings; and how the advent of post-structuralism in the 20
century has exploded the way we think of reading today.
From Homer and Thucydides forward, there has been a competition between poetry and history over the right way to read and remember. Readings will include Thucydides'
, Homer's
, Sappho's
, Plato's
and St. Augustine's
We will also consider sections of Dante's
Montaigne's
and Jean-Jacques Rousseau's
as well as, crucially, Marcel Proust's
We’ll delve into the cultural history of reading through texts such as Robert Darnton's
and Dena Goodman's
Contemporary writers and texts to be considered in light of the double imperatives of history and poetry include Marguerite Duras'
, Alice Notley's
, and Roberto Calasso's
.
Student activities will focus on reading, writing, and seminar participation.

What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions, so much so that diversity as a concept can have varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions explored in this program.This fast-paced program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing is central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise, analytic, research-based papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education.
Through texts, films, lectures, seminars, and contemporary news accounts, students will engage in
. Critical pedagogy serves as a teaching-learning approach that can help us look beneath common-sense explanations for differences. Among the topics considered are skin-color consciousness and racial colorblindness; the impact of racial and ethnic identification; what constitutes a crime and just punishment; analysis of economic class in interaction with culture; immigrant and indigenous experiences; and patriarchy and its intersections with gender, sexuality, and religion.
Through frequent writing assignments and speaking opportunities, students can expect to leave this program with a deeper understanding of the roots and implications of some of the major social issues regarding diversity and multiculturalism in the 21
century.

What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions, so much so that diversity as a concept can have varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions explored in this program.This introductory program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing is central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise analytic papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education.Through texts, films, lectures, seminars, and contemporary news accounts, students will engage in critical pedagogy. Critical pedagogy serves as a teaching-learning approach that can help us look beneath common-sense explanations for differences. Among the topics considered are skin-color consciousness and racial colorblindness; the impact of racial and ethnic identification; what constitutes a crime and just punishment; analysis of economic class in interaction with culture; immigrant and indigenous experiences; and patriarchy and its intersections with gender, sexuality, and religion.
Through frequent writing assignments and speaking opportunities, students can expect to leave this program with a deeper understanding of the roots and implications of some of the major social issues regarding diversity and multiculturalism in the 21
century.

This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.

This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.

This course will focus on accurately rendering the human form through close observation of a live model. During this course we will start by translating what we see onto paper, and progress to using the figure to communicate content. We will deepen our understanding of what we are drawing by developing an understanding of how basic anatomy affects the shape of the body. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.

This is an introductory program for students who don't consider themselves artists but who wish to explore the visual arts and what it means to be an artist. It includes a component on art history, a hands-on studio arts component, reading fiction and nonfiction about the theory and practice of art, and learning to write about art. The studio component for the first half of the quarter will be devoted to the study of drawing the human figure; the last five weeks will be devoted to black-and-white film photography. Some of the main objectives of this program are instilling a basic knowledge of the history of Western art, the development of students’ skills in two-dimensional image making by learning disciplined work habits in the art studios, visual thinking, and adapting a working vocabulary for talking and writing intelligently about art. Expanding students’ visual literacy will be emphasized along with the study of traditional studio techniques. Reading materials and films have been selected to initiate class discussion and encourage an ongoing dialogue on topics related to aesthetics and art history. Our seminar texts are a combination of nonfiction works dealing with aesthetics and the practices both of making and viewing art, and novels which attempt to portray the lives of artists. In addition, practicing artists will come and talk about their lives, especially in terms of their daily activities and their decisions to become artists.

Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind.

In what ways do our positive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies.

More than three-quarters of the arable land mass of the planet is influenced by human needs and desires for food and fiber. There are competing visions for the future of our agriculture and food systems. A global, fossil-fuel-based system provides large quantities of inexpensive food along with significant environmental and social impacts. Another vision is a local, community-based system that produces higher quality, but more expensive, food while seeking to minimize environmental and social impacts. Critical questions that will inform our inquiry include: Can we grow high-quality food that is available to everyone? How did we get into this current agricultural predicament of industrial production and a global population that is simultaneously both “stuffed” and “starved?” How can an individual make a difference?This program will provide an interdisciplinary study of agriculture in the context of food systems. We will explore competing ideas while developing ecological and holistic thinking, which will be applied in hands-on laboratory and field exercises, expository and scientific report writing, critical analysis of film, and quantitative reasoning. Seminar will examine history, policy, and socioeconomic and political contexts of agriculture and health.In winter, we will focus on soil science, particularly soil ecology and nutrient cycling in lecture and lab. We will also examine food and agricultural policy at the national, state and local level, as well as the prospects for creating more sustainable food systems. Our learning will be supported by an extended field trip to the Ecological Farming Conference in California and visits to a number of rural farms and urban agriculture projects. Seminar will examine U.S. agricultural history, food system policy, economics, and moral and ethical dimensions of food production. In spring, we will combine the topics of tropical farming systems, global health, and the health of agricultural workers. We will study agroecology, indigenous agriculture, and permaculture in a tropical context. As a final project, students will apply their knowledge to create a farm plan in a geographic area of their choice. Tropical farming intersects with larger questions of occupational health, including health-related burdens of workers in agriculture broadly and specifically in migrant laborers in the United States. Integrating scientific and political population-based analyses, students will examine public health principles and policies related to pesticide exposure and other chemical, biological, and physical risks faced by agricultural workers. Seminar will focus on understanding structural causes of global hunger, poverty, and disease, exploring the common roots of both malnutrition and obesity.

How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving, and plant breeding.
In one strand, the basic life cycle and reproductive botany of crop members of the most important plant families will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Kingsbury's
Nabhan's
, and Navazio’s
.
The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry.

This advanced social science program examines the methods and applications of ecological and environmental economics for environmental problem solving. The major goal of the program is to make students familiar and comfortable with the methodologies, language, concepts, models, and applications of ecological and environmental economic analysis. The program does not assume an extensive background in economics; therefore it begins by quickly reviewing selected micro economic principles. We will study the models used in natural resource management, pollution control approaches, and sustainability as an empirical criterion in policy development. We will explore externalities, market failure and inter-generational equity in depth. Examples of case studies we will evaluate include: natural resources in the Pacific Northwest; management and restoration of the Pacific Salmon stocks and other marine resources; energy issues including traditional, alternative, and emerging impacts from hydraulic fracturing (fracking), oil trains and climate change; selected issues of environmental law; wetland and critical areas protection and mitigation; and emerging threats such as ocean acidification and low oxygen zones. We also will develop a detailed consideration of the theory and practice of benefit cost analysis. The program concludes by critically evaluating the strengths and weaknesses of using ecological and environmental economics to develop solutions to environmental problems.Program activities include lectures, seminars, research and methods workshops, field trips, quizzes, exams, and a research assignment.

This academically rigorous, field-based program will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology, and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing, and managing livestock rotational grazing operations. Ecological assessments of energy flow and nutrient cycling in grassland systems will be emphasized. We will divide our time equally between intensive grazing west of the Cascades and extensive rangeland systems in the east. Classroom lectures, workshops, and guest speakers will be paired with weekly field trips to dairy, beef, sheep, and goat grazing farms. There will be overnight trips to Willamette Valley, where we will study managed intensive grazing dairy operations and forage production, and Eastern Washington/Oregon, where students can practice their skills in rangeland monitoring and grazing plan development. Other special topics that will be covered in the program include co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, riparian ecosystems, controversies in public land grazing, interactions between wildlife and domestic ruminants, and analysis of large-scale livestock production systems.

The "emerging self" connotes our continued process of development through the life span. This program explores the concept of the self, a range of developmental theories, and frames the question of "Who am I?" as a therapeutic endeavor. We will use our personal journey of self discovery as one aspect of the emergent self. We will explore both established theoretical models as well as the literature of "self-help" to come to an understanding of the academic as well as the layperson's views of the self.

The course will review the major employment laws, including those dealing with discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions.

This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is the evidence for, what are the consequences of, and what can be done about global warming? How can we find our personal roles in addressing the challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to participating in face-to-face seminars. Small teams will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter.Our efforts in winter will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning.

The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes, citizens, workers, and other stakeholders holding diverse perspectives on these and other critical environmental issues that affect the future of the Northwest. For our first case study and field trip in fall, we will review the history of the controversies and impacts on tribes and local economies surrounding removal of the Elwha dam. We will visit this site and hear from local residents, scientists, and Tribal members, now that salmon are returning, and hear how scientists from throughout the world have collaborated on removal of the dam.

Edward Keller defines environmental geology as “the application of geologic information to the entire spectrum of interactions between people and their physical environment”. It encompasses geologic hazards (geohazards), Earth’s resources, and issues of concern to society such as climate change and sea level rise. This academic program will cover all of these aspects of environmental geology and will provide a framework for understanding regulation and land use planning can mitigate these issues. The principle focus of the program will be on the science of environmental geology, however, rather than policy.Students will study the geologic processes that create hazards such as earthquakes, tsunamis, landslides, lahars, and floods. We will look at how land use practices have increased the risk: in many cases forest practices have decreased slope stability, development in flood plains has increased flood hazards, and channelizing rivers has enhanced erosion. Geographic Information Systems (ArcMap) will be used to create hazard maps, analyze spatial data and assess risk. Students will learn about the occurrence and depletion of Earth’s resources such as fossil fuels, minerals resources and water. Understanding geologic hazards and sustainability of resources are important considerations when planning land use. Most geologic hazards and resource extraction have a local or regional impact but climate change is a global challenge. Students will have an opportunity to investigate issues of regulatory oversight in individual projects.Field trips will provide an opportunity for students to see areas at risk and examine the results of past events. Students will research a specific geologic hazard and examine the effectiveness of regulatory oversight to reduce or mitigate the risk.

How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists.

This program offers a special opportunity for Evergreen students to study the topic of intercultural competence with students from Daejeon University in South Korea. Intercultural competence concerns a set of variables or “ingredients” that make up one’s ability to develop styles and attitudes that lead to successful interactions with persons of diverse backgrounds with respect to values, beliefs, history, and behaviors. These ingredients arise from a number of spheres of influence which we will explore through an integrated study of psychology and human development in two cultures. We will examine societal, institutional (e.g., school systems, religious communities), and familial spheres of influence on the development of self, core values, and beliefs. For example, what cultural beliefs inhibit Korean students from addressing faculty by their first names? How do we increase intercultural competence when cultural beliefs and values contradict each other? The study of cultural competence demands examination of a number of other related topics such as the study of morality, social justice, politics, anti-oppression, cultural identity, body awareness, cognition, social media, and normal vs. abnormal. These related topics will be presented to students in various instructional forms ranging from lectures, workshops, a field trip, seminars, guest speakers, reflective and expressive writing, cross- and mono-cultural small-group discussions, mindful movement, and creative project presentations by intercultural small groups. Consciousness and introspection will be emphasized for students to understand their multiples identities and intersections in order to develop effective inter- and intrapersonal communication. Workshops and other learning activities will facilitate student interaction, taking full advantage of the program’s intercultural learning environment.The goal of this program is to help students mindfully expand their worldviews and identify the kinds or types of ingredients they need to add or subtract to increase their intercultural competence.

In what ways can the human being "improve"? Can improvements be made before birth as well as after birth? In seeking improvement, what is the proper balance between what we do and what we do?In this program, we consider the history of eugenics—the application of genetic principles to "improving" the human species—from its inception in the late 19th century to its most recent manifestation in contemporary medicine. We will study concepts in genetics, molecular biology, and reproductive biology to help us understand what is scientifically possible for altering human development. We will turn to anthropological studies to consider the social and political context within which such research is conducted. In particular, we will focus on what is cultural about the scientific practices and aims underlying genetic research. Additionally, we will read philosophy and literature to help us investigate what might be desirable and perhaps dangerous in this quest for "improvement."Program activities will include a laboratory component with experimental work in genetics and molecular biology. Regular writing assignments will be used to strengthen and deepen communication and analytical thinking skills. We anticipate reading such authors as Plato, Aristotle, Jean-Jacques Rousseau, Mary Shelley, Francis Galton, Daniel Kevles, Michel Foucault, and Richard Powers.

Native American women have been erased from history. It is not that they did not exist; it is that they were
, omitted from history. At the same time, stereotypes such as "squaw" and "princess" have plagued Native women since 1492. Ironically, the history of Native women has reflected a different reality with a long tradition of standing strong for justice. Native women have stood to protect the lands and the natural world, their cultures, languages, the health of their families, and Tribal Sovereignty. But few learn about these Native women, who consistently defied the stereotypes in order to work for the betterment of their peoples and nations.
Drawing upon the experiences and writings of such women, we will explore the ways in which leadership is articulated in many Native American communities. We will critique how feminist theory has both served and ignored Native women. Through case studies, autobiography, literature and films, we will analyze how Native women have argued for sovereignty and developed agendas that privilege community over individuality. We will explore the activism of 20th century Native women leaders, particularly in the areas of the environment, the family system and the law.This program will implement decolonizing methodologies to give voice to some of these women, while deconstructing the stereotypes, in order to honor and provide a different way of knowing about these courageous Native American women, past and present. Students will develop skills as writers, researchers and potential advocates by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, art, films and possible guest speakers, we will investigate important aspects of the life and times of some of these Native American women across the centuries.

No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.

How are we to understand the atrocities that human beings visit upon each other? Are they to be seen as upwellings of Evil in the human spirit? Or have we moved beyond the need to understand human actions by appeal to "evil"? Once God became a problem and not a given for people, the nature and the existence of evil similarly became a problem. We will read closely works by Dostoevski, Nietzsche, Arendt, Camus, and other incisive observers of the human condition from the 19th and 20th centuries.

Why are there so many species on the planet? Why are there more species nearer the equator than at the poles? This program seeks robust, meaningful explanations for these complex phenomena. In parallel, it approaches human cultural variation in a biotic context, addressing the questions: Where have humans traditionally fit in relation to biological nature, and how has our unparalleled within-species diversity been shaped by nonhuman forces? This program will introduce students to a unique and broadly applicable set of analytical tools, and apply them across a range of settings and scales that would be impossible in a traditional academic context.We will study patterns across space and time, revealing the selective forces that shaped the distribution, form, behavior, and interaction of organisms from all extant branches of the tree of life. From mycorrhizal fungi that live in the roots of trees to bats collecting fruit high in the moonlit canopy, organisms are best understood embedded in the context of the forces that gave rise to them.Though all sciences share a method of inquiry, the theoretical toolkit necessary to understand complex biological systems is different from the more familiar tools of the fundamental sciences, such as chemistry and physics. When an insect extracts nutrients from a leaf by detoxifying compounds built to deter herbivory, both the insect, and the plant whose leaf is consumed, have invested resources in an objective, and their gains and losses can be evaluated in terms similar to those in economics and engineering. We will apply concepts such as sunk costs, zero-sum game, and adaptive landscapes across systems and taxa.We will compare Pacific Northwest rainforest to the Ecuadorian Amazon, witnessing ecology’s most extreme, ubiquitous, and mysterious species-diversity pattern: the latitudinal diversity gradient. We will compare the Amazon at Earth’s most species-rich location—Yasuní—with equatorial montane, cloud forest, and altiplano habitats, revealing dramatic predictable reductions in species diversity that occur at a given latitude, with increases in elevation. And we will compare the high-diversity Amazonian habitat in the humid lowland east to the comparatively low-diversity habitats of the arid Andean rainshadow to the west.In tandem with our study of habitats, we will seek to understand indigenous cultures that have historically inhabited these biomes. We will consider the impact of glaciation and the role it played in initiating the diaspora of New World populations which diversified across the entirety of the Americas before Europeans arrived in the 15th century. Where there is archaeological evidence, we will interpret it in the context of the precolonial world.In fall, we will focus on logical tools, concepts, and language needed to understand evolutionary patterns. We will investigate levels of selection, and grapple with the relationship between genes, cultural memes, and epigenetic markers. We will take several field trips within Washington to experience relevant phenomena (e.g., Hoh rainforest, indigenous fishing on the Klickitat River, the channeled scablands). In winter and spring, we will travel to Ecuador, visit several sites, and spend extended field time investigating patterns across a tropical landscape of unparalleled diversity.

Some organisms have adaptations that allow them to survive in extreme environments such as those with high temperatures, high salt concentrations, extreme cold, or without water. This program will focus on the biology, ecology, and physiology of microorganisms, fungi, plants, and animals which call extreme environments home. Specifically, we will be interested in the various behavioral, physiological, and morphological adaptations organisms have developed that allow them to live in places we would not expect to find life. In this program, we will undertake an exploration of extremophiles across the globe. We will explore organisms that dwell in deep sea vents, hot springs, polar regions, vast deserts, clouds, lava fields, caves, salt flats, and other extreme habitats. We will also explore the unique environments parasitic organisms inhabit and their interactions with host species. We will engage in the study of some of these environments with laboratory exercises and spring field trips to locations harboring these organisms.We will pair our studies of extreme organisms with studies of climate instability and how humans will need to adapt to changing environmental conditions. We will engage in these topics through readings and other media. Seminar discussions of these readings along with readings in the primary literature will provide us with a deep understanding of the range of responses humans and other living things have to extreme environments. We will engage with topics in evolutionary biology and natural selection and discuss assisted migration and ecosystem restoration.Through this program, you will also have an opportunity to undertake group research projects and focused study in a related area, thereby developing important skills. These are skills that are useful broadly in the life sciences and will help you apply your hands-on experience to understanding morphological and physiological adaptations and designing scientific experiments.

Our inquiry explores the power of storytelling in literature and film to take fresh looks at experience. It is designed for students who are prepared to do a serious writing or media-making project in documentary, fictional or hybrid modes. You will study a series of stellar written and audiovisual texts, examine the methods these artists use to craft compelling narratives, and mine them for inspiration and guidance as you pursue your own original work. The aim is to discover a poetics and a continuum of techniques to feed your creative practices, now and in the future. For advanced students, this program is an ideal context for advanced projects; for intermediate students, a challenging opportunity to develop their craft.Your project can be collaborative or individual; faculty will provide sustained guidance at each stage of its development, and students will support and critique one another’s work. Texts will span documentary and fiction genres, with readings by authors such as Joan Didion, Ralph Ellison, Joseph Mitchell, Octavia Butler, Grace Paley, Junot Diaz, W.G. Sebald and D.F. Wallace, films by directors such as John Akomfrah, Claire Denis, Jean-Luc Godard, Errol Morris, Yasujiro Ozu, Jay Rosenblatt and Wim Wenders, and theory from critics such as Walter Benjamin and David Bordwell. The first weeks of the quarter will include instruction in fieldwork and self-reflection: ways of listening, observing, recalling, and recording to make truthful stories. Artists will come to talk with us about their work and creative process. The program will culminate in presentations of students’ compact, polished, finished pieces of writing or film/video/web-based media.

This program is designed to provide a premier hands-on experience in learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure, and function in natural environments. Students will participate in field trips to local and remote field sites and will develop multiple independent and group research projects in unique marine and terrestrial ecosystems from the Puget Sound to the east side of the Cascades (in Washington).We will work as a community to develop and implement field projects based on: 1) workshops in rapid observation and field data collection; 2) participation in large multiyear studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history, and library research to develop workable field-data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will learn to analyze ecological data through a series of intensive workshops on understanding and using statistics in ecology. Students will demonstrate their research and analytical skills through scientific writing and presentation of all group and individual research projects.Specific topics of study will include community and ecosystem ecology, plant physiology, forest ecology, marine ecology, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, soundscape ecology, insect-plant interactions, disturbance ecology, and statistics in biology. We will emphasize identification of original field research problems in diverse habitats, experimentation, statistical analysis, and writing in journal format. All students will be expected to gain competency in advanced statistics and scientific writing.

Across time and cultures, humankind has struggled with taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous, but what is “forbidden” intrigues us all. In this humanities program, we will explore the ways that forbidden knowledge inspired artists throughout the ages. We will ask how the forbidden differs in the mythology of one culture to another. We will study some great works of art that have been inspired by forbidden knowledge. While powerful people and institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation stories of Genesis and Milton’s
we encounter one of western culture’s most enduring mythic structures.
and Mary Shelley's
speak to a more modern dilemma about acquisition and use of knowledge.
In this two quarter program we will explore this complex subject through visual art, music, poetry, film, theatre and literature. Roger Shattuck’s
will provide one analysis of the stories, but we’ll read other critical approaches as well. During Winter quarter we will concentrate on the classical past; our readings will include
Genesis, and
In the Spring, we will turn our attention to the modern age. Our readings will include Christina Rossetti's
, A.S. Byatt's
, Tony Kushner's
and Alan Ginsberg's
. Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a possible field trip.
This immersion in the humanities is especially suited for those students planning to teach in areas of literature or the arts. It is also for students who are curious about the ways in which artists and writers working in different genres push us to understand the world and our place in it.Credits will be awarded in literature and cultural studies.

This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Winter quarter themes focus on regional French traditions, cuisine, fables and poetry. Spring quarter themes focus on development of reading skills through tales, legends and viewing Francophone films from the Francophone world alongside grammatical study. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills.

This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Fall quarter Students will develop reading skills through short stories and poetry. Winter quarter themes will include theater scenes, role-play and work with films. Spring quarter students will read a short novel and work with its companion film. Throughout the year, students use the Language Laboratory to accelerate their skills.

This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a medium/maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to seek out and develop our passions and gifts. These values are manifested in the practices of popular education, central to our work in the prison classroom. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program.

Chemistry is the foundation for everything around us and relates to everything we do. These courses provide the fundamental principles of general chemistry. They also provide the prerequisites for advanced chemistry, health sciences, and medical offerings. These courses also provide a basic laboratory science for students seeking a well rounded liberal arts education.
This is the first course in a year-long general chemistry sequence. Topics covered in fall quarter include unit conversions, electron structures, and chemical bonding and will include related laboratory experiments.
General Chemistry II builds upon material covered in General Chemistry I. Topics covered in winter quarter include thermochemistry, chemical kinetics, chemical equilibria, and acid-base equilibria. Lab work will complement in-class learning.
General Chemistry III will continue with acid-base chemistry, pH, complex ion equilibria, entropy, and transition metals, as well as other related topics. This quarter also includes a lab section that will complement the course work.

The union of a sperm and egg initiates the process of development in which a single cell—the fertilized egg—eventually produces hundreds of different cell types that form distinctive tissues and organs. If the developmental program is encoded in the genome, how are the key regulatory genes expressed in the right place and at the right time, and what do these genes do? Genetics provides a powerful approach for studying complex biological pathways. By analyzing mutations that result in developmental defects, geneticists can not only learn how normal genes control cell growth and cell communication, but can also gain insights into the logic of how an organism establishes its major body axes and achieves spatial patterning.
This advanced program will provide an overview of the genetic strategies used to study questions in developmental biology. How do we make and isolate mutations that affect a complex process? How do we analyze the order and location of gene action in developmental pathways? How do we identify the gene that corresponds to a mutant phenotype and analyze its function at the molecular level? We will focus on several model organisms, including the fruit fly
We will also consider several developmental mechanisms underlying evolutionary change.
A key aim of this program will be the analysis of experimental design and logic. Emphasis will be placed on reading and interpreting primary research papers, in both seminar discussions and written critiques. There will be a significant laboratory component applying contemporary genetic and molecular biological techniques to the study of development. We will also consider some of the philosophical and ethical implications of this scientific work by reading and discussing novels that explore these topics.

This course will introduce students to the fundamentals of grant writing
and fund raising. After an orientation to contemporary philanthropy and
trends, students will learn how to increase the capacity of an
organization to be competitive for grants and other donations. We will
share ways to plan realistic projects, identify promising funding
sources and write clear and compelling components of a grant, based
either on guidelines for an actual funder or a generic one. Working
individually or in small groups, students will develop their project
idea, outline the main components of a grant and prepare a brief common
application.

This course will introduce students to the fundamentals of grant writing
and fund raising. After an orientation to contemporary philanthropy and
trends, students will learn how to increase the capacity of an
organization to be competitive for grants and other donations. We will
share ways to plan realistic projects, identify promising funding
sources and write clear and compelling components of a grant, based
either on guidelines for an actual funder or a generic one. Working
individually or in small groups, students will develop their project
idea, outline the main components of a grant and prepare a brief common
application.

This course will introduce students to the fundamentals of grant writing
and fund raising. After an orientation to contemporary philanthropy and
trends, students will learn how to increase the capacity of an
organization to be competitive for grants and other donations. We will
share ways to plan realistic projects, identify promising funding
sources and write clear and compelling components of a grant, based
either on guidelines for an actual funder or a generic one. Working
individually or in small groups, students will develop their project
idea, outline the main components of a grant and prepare a brief common
application.

Human life begins as a combination of the parental genetic material in a single fertilized egg and, through development, it becomes an intricate and reactive organism composed of ten trillion differentiated cells. The nervous system alone contains hundreds of billions of cells, forming trillions of electrical connections and serving as the foundation for an immensely complex consciousness capable of thousands of thoughts and feelings per day. In this two-quarter-long interdisciplinary program, we will examine health and human development from evolutionary, developmental, physiological, integrative (allopathic and complementary), and psychological perspectives.Within the psychological component of our program, students will explore the diagnosis and treatment of mental disorders and essentials of healthy development from a holistic perspective. This will include understanding the interaction between nervous systems and environment and examining Diagnostic Statistical Manual Mental Disorders (DSM) from developmental, sociopolitical, and cultural aspects. We shall also focus on the biochemical, psychosocial, and spiritual aspects of specific conditions (e.g., trauma, the repeated experience of not being good enough, the profound psychological effects resulting from betrayal, etc.) on the development of psyche and its impact on healthy/unhealthy development. The importance of mindfulness for staying healthy will be emphasized and students are encouraged to practice mindfulness daily. Attention will also be paid to the psychopharmacology of legal and illegal drugs. In addition, we will explore multicultural perspectives of health and human development. No one model will prevail over another, but rather an integration of ideas, concepts, and thoughts will be presented. Within the biological component, we will approach the human body from an evolutionary and structural/functional perspective. Starting at a molecular level (genetics, cell structure, biochemistry, and gene regulation) and building through cell processes to organ systems, we will examine the human body as an integrated system that reacts to physiological and environmental factors (diet, stress, disease, and pharmacology).The program activities will provide students an opportunity to work collaboratively. Students will develop critical thinking, quantitative reasoning and writing skills and will learn that human health and development are complex, fluid, and dynamic through workshops, lectures, seminars, guest presentations, laboratory work, and group and individual projects. This is a full-time program and students will be expected to work efficiently for a total of 40 hours each week.

We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books
and
aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.

The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.

What is social scientific methodology? Why do we need it? What do we really mean by research? What is the difference between scientific research and common sense? Can we really be objective in our research? What is the role of subjective judgment in research? Is experimenting on human being ethical? What data can and cannot tell you? How to tell good research from bad research? Which approach is better, qualitative or quantitative, in what situations? What are the major methods for social scientific research?In this introductory research methodology course, we will look into the rationale of social scientific research, study the major methods in social sciences, and their pro and cons. We will learn to ask meaningful questions, practice research design, understand and evaluate research papers and last but not least, get our feet wet in the actual research practices. Throughout the quarter, we will explore topics such as how various factors promote the health of the community, the role of education in social mobility and other topics relevant to our current changing society.Students will learn through lectures, readings, workshops, individual and group projects.

The success of organizations depends on the human beings that enable organizations to achieve their objectives. An organization’s human resources are its most critical assets. The management of human resources is a specialization in management that encompasses several functions including the recruitment, selection and maintenance of a qualified, motivated, smoothly functioning and productive workforce. This two quarter program is designed to provide an introduction to human resource fundamentals as well as detailed overview of six specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations.Fall quarter focuses on the first three areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment laws including those covering discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. 8 credits will be awarded in Fundamentals of Human Resource Management and 4 credits will be awarded in Employment LawWinter quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. 8 credits will be award in Employee Training and Development and 4 credits will be awarded in Employee Compensation.

Students in Hybrid Music will create original electro-acoustic compositions while developing advanced techniques in the music technology labs. Each student will complete two compositions per quarter, taking inspiration from the ideas and music of 20th century and contemporary composers. Along the way, students will strengthen their technical skills through studio work. In the fall, topics will include advanced analog synthesis, live electronics, editing, and mixing. Winter quarter will focus on algorithmic composition, digital synthesis and sampling techniques. In the spring, students will develop independent projects to be presented in a final public performance. Introduction to Electronics in Music (or equivalent) is a requirement for entry. Please contact the faculty for an application.

This two-quarter Japanese studies program examines various Japanese art forms and how their essence was appropriated in Western culture. The ancient culture of Japan fashioned a multitude of impressions in American minds as the United States developed close economic and political relationships with Japan. This program’s curriculum incorporates Japanese literature, cinema and arts as well as comparative analyses of representations or “appropriations” of Japanese culture produced by non-Japanese writers, filmmakers, and artists.
In the fall quarter we will focus on the study of Japanese literature and aesthetics. The literary and artistic works we will examine include:
and
from the 11
century Heian court, 16
-century tea gardens, 18
-century woodblock prints (which inspired the French Impressionist), and contemporary writers such as Murakami Haruki, Yohsimoto Banana along with artists, Isamu Noguchi and Yayoi Kusama. The films we will examine include works by Kurosawa Akira, Ozu Yasujiro and Miyazaki Hayao.
In the winter quarter we will shift our focus to comparative studies, examining cultural assumptions and representations made by Western writers and artists as they appropriated elements of Japanese culture. We will study different images of Japan represented in the writing of Donald Richie and Pico Iyer, films by Doris Dörrie and Sophia Coppolla, and Impressionist art. By doing so, we will contrast perspectives from both Japan and the West, creating a format for observation, discussion and inquiry.Students may enroll for 12 credits and take an additional 4-credit Japanese language class taught by Tomoko Ulmer through Evening and Weekend Studies. Taking a Japanese class along with this program provides valuable insights into Japanese culture because of the remarkably image-oriented nature of the language.

Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.

Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.

Students who are in the process of creating their
may use the CRN numbers listed on the right to register and establish full-time status until your contract receives final approval. The temporary CRN registration will remain in effect until your contract is approved and registered, or until the end of Week One, whichever comes first.
: when you initially register for one of these temporary CRNs, it enrolls you by default for 1 credit. That numeral will show as a link on your registration page; click it, and change the credits to the appropriate number (2-16).
For further information, please contact Academic Advising, 360-867-6312,
.

It is rare when a book becomes an instant classic, but that is the case with Thomas Picketty’s
Picketty explains, using data sources and analytic techniques that only recently have become available, why inequality has become greater in the United States and around the world. For years, many economists and political leaders had thought that the modern welfare state had tamed the excesses of capitalism by putting a floor and ceiling on how much wealth individuals could amass. But Picketty shows that this belief is false and that capitalism as practiced currently makes a trend toward greater inequality inevitable,
The book has been hailed by leading economists such as Paul Krugman as “the most important economics book of the year—and maybe of the decade” and even those reviewers who don’t like his conclusions or policy recommendations concede the accuracy and depth of his research.
This program will guide students through
by patiently working through the book so students can understand his concepts and methodology. We will deeply examine his data sources and replicate many of his computations and data displays so students can understand the underlying mathematics and spreadsheet analytics. We will also compare his solutions to the problem of inequality with the solutions proposed by others. By the end of the program students should understand the concepts and indicators Picketty uses to describe modern inequality and how data is used to describe and analyze the political and economic forces that drive it. Students will need only their high school math and a minimal knowledge of economics or politics.

In what ways is writing necessarily gendered? Or raced? Or seen through the lens of class? This class will take up "the body" as a site of radical cultural production as expansively as possible, considering some of the forms in which bodies are othered through language, including through discourses of disability, gender performance, and other zones of often-felt difference and social dislocation. Though this is primarily a creative writing class, our writing will push itself outside its usual modes of expression. We will explore texts anthologized in the recent collection Troubling the Line, as well as in past collections, such as texts from The Black Arts Movement. We will discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic, and we will familiarize ourselves with important recent experiments in poetry and prose by authors such as kari edwards, Theresa Hak Kyung Cha, and Renee Gladmann. Our end goal will be to curate a show and live reading that provides us a space to test out some of our textual experiments.

This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak?We will consider these questions and others through the lens of linguistics. Topics to be examined for fall include phonetics, phonology, morphology, language change, the history of English and English dialects, key issues facing multilingual communities, and language planning. In winter, topics will include syntax, semantics, pragmatics, first language acquisition, language and gender and linguistic politeness. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Throughout the program, students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.

The world as we know it has changed immeasurably over the past ten years. Our horizon has been expanded through quantum advances in communication and computer technology. We are now members of a global society and as such have an intellectual responsibility to attempt an understanding of globalization. Globalization has created both opportunities and challenges for international business and will serve as the organizing framework for our study of international business. We will inform our understanding through the perspective of politics, economics, social science, culture and history. Learning in this program will be interdependent and dynamic. It will require everyone’s best effort and full commitment. Credits will be given in globalization and international business.

In order to understand issues emerging in international business and globalization, a good appreciation for the interconnection between international finance and ethical leadership is a must. This two-quarter program will focus on the issues faces by the leadership of multinational corporations in dealing with international financial systems, organizational culture, communications and ethics. In addition to international business policy issues, this program will discuss globalization, international monetary systems, cross-cultural leadership, business cultures and ethical management practices. The class will help students move toward a better understanding of the concepts of business sustainability and social responsibility at the domestic and international levels.In Fall quarter, we will focus on developing the skills necessary for understanding the key issues in international business, how international trade has evolved for the past century and what has changed with the emergence of new economic powers. Our study will include learning about the importance of organizational culture and ethical leadership in developing and promoting successful international business practices. In Winter, we will learn about the evolution of the global monetary system and its impacts on the international financial sector. The program for Winter quarter will also cover the important area of intercultural communication, international marketing and leadership development for local and global businesses.This program is for students interested in learning about international finance, economic globalization and marketing, ethical leadership and socially responsible business management. We will be using lectures, case studies, seminars and workshops to build up the students' understanding in these areas.

Students who are in the process of creating their
may use the CRN numbers listed on the right to register and establish full-time status until your contract receives final approval. The temporary CRN registration will remain in effect until your contract is approved and registered, or until the end of Week One, whichever comes first.
: when you initially register for one of these temporary CRNs, it enrolls you by default for 1 credit. That numeral will show as a link on your registration page; click it, and change the credits to the appropriate number (2-16).
For further information, please contact Academic Advising, 360-867-6312,
.

Students in this year-long course will be introduced to the creative application of music technology from the perspective of the composer. Students will complete compositions while developing technical skills along the way. Listening and reading taken from the early pioneers of electronic music will guide and contextualize our creative work. In the fall quarter, students will work almost exclusively in the analog domain, using mixers, tape machines, hardware effects, and analog synthesizers as their primary tools. In winter quarter, we will shift our focus to the possibilities presented by digital audio editing tools and MIDI. Students will continue to work in the digital domain in the spring quarter, further developing their skills with software synthesizers, samplers and digital effects. Please contact the faculty for course application.

This two-quarter program is designed to introduce the interdisciplinary field of environmental studies. This field employs the tools of natural and social sciences as well as the humanities to understand and effectively address the enormous environmental challenges of this generation. The program will use a variety of teaching styles, including field trips, films, guest speakers, case study and research projects, as well as lectures and seminars on a wide array of critical environmental issues. Readings will include classics of environmental literature that have inspired and informed citizens for generations, notable contemporary books in the field, textbooks, scientific articles, and a novel. A central goal of this program is to advance students' ability to think critically and in-depth about environmental challenges and solutions. The program will expose students to the following range of topics: climate change; pollutants in our air, freshwater, oceans, and soils; the mass extinction of species; sustainability and sustainable development; ecological restoration; environmental justice; protected areas; sustainable energy; human population and the environment; science and advocacy; and threats to Puget Sound, along with efforts to protect it.Focusing on ecosystems and environmental issues in the Pacific Northwest, the fall quarter will emphasize development of the skills and tools necessary to pursue environmental studies at a more advanced level. This means instruction and practice in using the following: systems-thinking; the principles of population, community, ecosystem, and landscape ecology; ornithology; the study of landscapes and soundscapes; urban ecology; social science principles essential for understanding sustainability and conservation; field research methods; introductory statistics and qualitative analytical methods; and the general nature of biogeochemical cycles. Emphasis will also be placed on developing skill in analytical writing as practiced in the social and natural sciences, based on research using library databases of peer-reviewed journal articles, and demonstrating competency in formatting citations and references.The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more fully develop the skills and knowledge introduced in the fall quarter through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose students to a more advanced and in-depth examination of critical environmental problems and solutions around the world.

This introductory-level program is designed for students who are prepared to take their first year of college-level science using an interdisciplinary framework. This program offers an integrated study of biology, chemistry, and physics that serves as an introduction to the concepts, theories, and structures which underlie the natural sciences. The goal is to equip students with the conceptual, methodological, and quantitative tools they need to ask and answer questions in a variety of disciplines using the models and tools of chemistry, physics and biology. Students will also gain a strong appreciation of the interconnectedness of physical, biological and chemical systems, and an ability to apply this knowledge to complex problems.Program activities will include lectures and small-group problem-solving workshops, where conceptual and technical skills will be developed. There will be a significant laboratory component: students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports, and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. We will make extensive use of quantitative applications in all program activities.All laboratory work and approximately one-half of the non-lecture time will be spent working in collaborative problem-solving groups. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and quantitative concepts and the ability to reason critically and solve problems.Students completing this program will have covered material equivalent to one year of general biology with laboratory, one year of general chemistry with laboratory, and two quarters of algebra-based physics with laboratory. Successful students will be prepared to pursue upper-division work in chemistry, biology, and environmental science.

This all-level one-quarter program engages Irish drama in terms of both its content and its context. Our explorations will encompass plays and ideas from the 19
century Anglo-Irish period through Ireland’s post-colonial time of nation-building, and the edgy works of contemporary playwrights. We will also examine aspects of Irish-American dramaturgy and playwriting. The study of various social issues as Irish (-American) identity, and religious, class, sexuality, gender, and family dynamics will all be part of what informs our studies this quarter.
Weekly activities will include reading plays, participating in workshops and other hands-on activities, and developing skills in critical analysis through classroom discussions, films, and lectures. Because working with every aspect of the theatre requires public risk-taking, students should expect to be on their feet and in front of their peers from the first day of class. The faculty have an inflexible policy regarding timely and attentive participation, and assume that each student already has college-level writing skills.

This course is an introduction to skills in speaking, reading, and writing Japanese. Particular attention will be paid to its unique features, such as tones and characters. This course will also cover the cultural context of the language. This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 294.

This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music
Faculty: James Schneider
NOTE:
2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m.
BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.

This first-year program focuses attention on the idea that each of us has a unique way of understanding the world because of the contexts to which we have been exposed. What is your context? How has it shaped the ways you interact with humans, institutions, and the natural world? Considering these questions opens the idea of having not just one, but several lenses through which we have built our understanding: we use all of our senses in addition to larger societal, linguistic, and biological structures to inform and guide us.
The languages we use and the social structures in which we live can be thought of as systems of representation—tools that living organisms can use to get a grip on reality. In the case of language, we might say that
is the material we have to work with,
(
) is the order in which we can combine those materials, and
is the place where language becomes meaningful or useful. Other systems of representation—in music, visual art, and science, for example—have similar structures.
How do you make sense of the world when your “lived vocabulary” includes rhythms and notes, shapes and lines, molecules and ecosystems, or color and light? How does your picture of the world change when your epistemology—your way of knowing—includes multiple systems of representation and is not limited to just words and syntax? In learning by doing, we will explore how artists use geometry and math, how musicians use physics, and how scientists engage the mystery of their environment. We will examine these systems of representation and develop new ones through creative play to explore the range of human experiences.Weekly activities will include lectures, films, and seminars. There will also be field trips in each quarter, workshops, collaborative presentations, and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to master the process of revision. In fall quarter, students will be introduced to important skills in approaching this material through multiple modes; issues of perspective, critical analysis, and context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual and collaborative projects focusing on particular areas of interest.

To what extent does language have the power to shape the way we think and define ourselves? How can language be used to project power or authority? What are the possibilities and limitations of the spoken word, as opposed to the written word? How do differences in language and speech encode class, race, gender, or other social hierarchies? Who, or what, controls language?This program will explore these questions and others through the lenses of linguistics, anthropology, history, folklore, and classics. We will consider how Aristotle’s classical rhetoric gets taken up in the art of contemporary trial lawyers in the United States. Drawing on the work of Michel Foucault, we will explore how medical discourses have structured sexual identities and pathologies. We will see how folk heroes have been immortalized in legends, songs, and community performances of resistance to colonial subjugation. We will build foundations in several disciplines: in linguistics, by considering dialects, standard languages, and language policy; in anthropology, through critical studies of cultural representation, ethnography, and power; and in classics, through examination of the origins of rhetorical theory and practice.Our sources will include novels, articles, scholarly texts, classical literature, and films. Students can expect to learn the ways that words create and maintain world views and ideologies, from the vast workings of totalitarian regimes to the everyday interactions with those around us.Assignments will include weekly analytical responses to program material, and one individual, empirically-based research project on a topic related to anthropology, linguistics, or classics. This program will be an intensive examination of these topics. Students should expect to spend 40 hours per week on this program. Successful students in this program will emerge having gained an introduction to linguistics, cultural anthropology, history, classics and rhetoric.

This program explores the links between the European Enlightenment and the French Revolution. We start with a study of
French society, beginning with the reign of Louis XIV, and then turn to Enlightenment critics of the monarchy and its nobles. Finally, we explore the French Revolution from its beginnings with the fall of the Bastille through the violent days of the Terror and the rise of the powerful Napoleonic Empire. Throughout, a main question will be: to what extent did the political theory, philosophy, and literature of Voltaire, Rousseau, and their more humble “Grub Street” imitators influence the course of the Revolution?
To aid our inquiries, we will read literature of all stripes, from the lofty
by Montesquieu to the sexual intrigue of Laclos’
to the frankly bawdy popular pamphlets satirizing the life of Marie Antoinette. We will study the political theory of Rousseau, Voltaire, and Montesquieu. We will examine the fine arts, including paintings from Watteau to David, as well as architecture and decorative style. Finally, we will cement our studies with a variety of texts on social, cultural, intellectual, and gender history—both secondary works and primary sources—that will allow us to uncover the lives and passions of common folk throughout this tumultuous time.
Students will work with both primary source material and secondary scholarly essays. They will complete intensive writing assignments, lead seminars, and give oral presentations.Credit earned in European history, political philosophy, literature, and art history.

In this advanced critical and creative writing and literature program, students will develop and hone the skills, practices, and theories of literary study. We posit critical and creative writing as mutually enabling processes. In other words, students will work on essays that are inventive and lyrical, and stories that are critical and theoretically informed. Students' writing practices will be honed through a focused reading practice.Workshops and lectures will enable students to develop skills needed for writing critical essays about literature and for close analysis of texts. Writing assignments will include storytelling exercises and experiments in generating cross-genre essays. The program includes discussion of the formal conventions of major literary genres as well concepts such as: relationships of literary texts to histories and cultures, the formation of canons, literary movements, and theoretical perspectives that inform literary analysis. Students will read widely and diversely so as to gain fluency in the history, aesthetics, social uses, and distributions of fictive and non-fictive prose works. Our reading will include a range of authors and theorists with an emphasis on queer literature and contemporary writers working in experimental and post-genre registers. Our reading list may include Pierre Bourdieu, Eve Sedgwick, Herman Melville, Jean Genet, Jane Bowles, and Anne Carson.This program is designed to enable students to become versed in the elements of strong and lively prose, to understand the complex relationship between language and rhetoric, and to develop literary-critical fluency. Students will develop their own writing strengths and then build on those skills to formulate their own questions for research and discussion and generate writing topics. Program work will entail a focus on individualized writing and research projects and will include several individual tutorials. This program will provide a supportive environment for growing as a writer in community and will include a weekly seminar, weekly small group writing workshops, study and research groups, lectures, and occasional screenings and guest authors.

What can we learn from past and current cultures about how to best live on this planet? How have people throughout time met their basic needs, and what systems appear to be more sustainable? What are your own goals for sustainable living today? From foraging cultures of the past, to off-the-grid communities or urban neighborhoods of today, we will explore cultural approaches to life that demonstrate prudent use of resources while maintaining thriving, healthy communities. Students will build vocabularies, analyses, and hands-on skills in the fields of both anthropology and sustainability.Student work will include careful reading, reflection and critical analysis based on program materials. Readings will include ethnographic studies of various cultural groups, as well as guides for contemporary sustainable living. Students will design and craft their own ethnographic interviews, focusing on sustainability and justice change agents in the local area. The program will include field trips to local communities where students can interact with people building intentional sustainable communities. Additionally, a community partnership component will enable us to connect to local initiatives, apply our knowledge, and offer something to the community. We will spend some portion of each week in a community partnership setting.

In this program students will develop skills to support collaboration and learning with local communities, including the study of education, media and qualitative research methods. Our starting place will be the identification of local knowledge: how communities view themselves; their sense of place, history and identity; the issues that challenge them and the solutions they envision. In these days of globalization, mass marketing and celebrity, what people know at the local level is often trivialized or ignored. We will explore the dynamics of community life through collaborative efforts with people in our region as they work to create sustainability and justice.Our program is largely focused on Mason County. One of our goals is to build a place-based, multi-disciplinary portrait of this complex region. We’ll learn about local history and changes in livelihood, study the distinctive ecology of the region, and explore community cultures and traditions. By learning about literacy, immigration, K-adult education, and economic development, we’ll develop our sense of global context in relationship to local experience and action. We’ll learn about organizations and individuals that are tackling issues in innovative ways. Our work will be informed by perspectives from popular education and community-based research that represent respectful, effective approaches to community work. Workshops will be offered in qualitative research, ethnographic observation, documentary video, art as activism, ESL methods, grant writing, media literacy, and oral history.In fall we’ll learn about people and organizations doing significant work in the region. Once a week, classes will be held off campus, and students will be able to observe and collaborate with Mason County school and community programs. Students will explore the importance of dual language programs and culturally relevant pedagogy to a diverse, changing community. We will develop case studies of the region, contextualized by research drawn from other areas of the United States. Through these studies we’ll build a foundation for collaborative community work.In winter we will continue developing research and media skills. We’ll deepen our understanding of how culture, language and place shape personal and social identity. We’ll continue working with organizations that are building sustainability and justice in Mason County. We’ll carry out community-based collaborative projects that put into practice the skills, knowledge and relationships we have developed.

The holding of cash, stocks, bonds, and other financial assets is an act of faith: faith that the assets will hold their value into the future when they can be converted into consumption. Throughout history, the ephemeral nature of value has been forgotten during periods of low inflation and financial stability. Yet repeatedly, these periods have ended abruptly. Asset values dissolve instantaneously like a car wreck or slowly but inexorably like a chronic disease. This does not affect only “Wall Street.” It affects “Main Street” as well. In this program, we will examine the nature of money, finance, monetary policy and power in the world market system. We will focus on historical moments of financial volatility, hyper-inflation and collapsing speculative bubbles. This will aid us in understanding the 2008 economic crash and the slow recovery since then. We will consider what government’s roles should be in regulating financial sectors. As we explore these issues, we will be conscious of how the structure of our financial system differentially impacts the poor, the working class, and the holders of financial instruments (e.g., the rich and pension funds).The program will consist of three parts. Lecture and workshop will focus on introduction to macroeconomics and quantitative methods. Seminar readings will focus on mainstream, institutionalist, post-Keynesian and political economy interpretations of historical and current financial crises. Finally, each student will complete a research project related to money and finance.

What is creativity? Is there a relationship between states of mind and a fertile imagination? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to explore new avenues, to see what others have not seen, to create what no one has yet created? Many of the world's greatest writers, artists, and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create. We will also study the normal mind and how it functions in both mundane and creative ways.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination, and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. Many of our readings combine art theory with purely scientific psychological case studies by writers such as Sacks and Ramachandran. We will read several selections of imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman, and other writers describing abnormal psychological conditions. In addition, we will view and study a number of films which reflect incredible creative potential.We will respond to our readings and films by channeling the imagination with a variety of creative projects. In both quarters of our program, students will discuss assigned readings and films in seminars, engage in active writing exercises, and develop projects designed to explore and stimulate creativity. Assignments will include essays, poster projects, and other creative activities. Students will also work in small groups to make two short films, one each quarter, and will film and edit them on home equipment (cell phones, home camcorders, and home computers). Guest speakers will provide additional workshops and lectures in various artistic modalities. We will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work overall will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination.

The intent of this program is to introduce undergraduate students to the foundational theories, research, and pedagogies specific to teaching English language learners (ELLs) in adult and K-12 classroom or international settings. Students will examine how such conditions as history, political climate, school policies, and program models impact the access and quality of education ELLs receive.Students will focus on the study of language as a system with an emphasis on three important aspects of ELL pedagogy: literacy development, academic language/ content area instruction, and assessment of language proficiency and performance. Students will analyze the central theories, structures, and conventions presented in functional linguistics and language-acquisition research. With this knowledge base, students will design literacy curriculum and instructional strategies that align with Washington’s K-12 English language development and Common Core standards and competencies, or the Teachers of English to Speakers of Other Languages (TESOL) standards for adult ELLs.Students will also explore methods for content-area teaching (i.e., math, science, social studies) and assessment specific to the Common Core, four language domains (listening, speaking, reading, and writing), and the four developmental levels of language proficiency (preproduction, beginner, intermediate, and advanced). Students will learn the principles of backward design lesson planning, analyze instructional tasks for ELLs, provide ELLs opportunities for comprehensible input (receptive language instruction) and comprehensible output (productive language instruction), and offer content-area lesson demonstrations for peer feedback.

Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.

Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.

This program focuses on marine organisms, the sea as a habitat, the relationships between the organisms, and the physical/chemical properties of their environments and their adaptations to those environments. Students will study the biology and ecology of marine organisms and physical and chemical oceanographic concepts as they apply to those organisms. The program will offer students the opportunity to refine their field sampling skills and associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and key aspects of the ecology of selected species and marine habitats and develop their understanding of impacts on the marine habitat as a result of the Anthropocene, the era of human influence. Physiological adaptations to diverse marine environments and the evolutionary history of the sea will be also be emphasized.We will study physical features of marine waters, nutrients, biological productivity, and regional topics in marine science. Concepts will be applied in faculty-designed experiments and student-designed research projects both in the lab and in the field. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter and, at the end of spring quarter, students will document their work in written research papers and oral presentations.

This program is built around intensive study of several fundamental areas of pure mathematics. Topics are likely to include abstract algebra, real analysis, geometry, and topology.The work in this advanced-level mathematics program is likely to differ from students' previous work in mathematics, including calculus, in a number of ways. We will emphasize the careful understanding of the definitions of mathematical terms and the statements and proofs of the theorems that capture the main conceptual landmarks in the areas we study. Hence, the largest portion of our work will involve the reading and writing of rigorous proofs in axiomatic systems. These skills are valuable not only for continued study of mathematics but also in many areas of thought in which arguments are set forth according to strict criteria of logical deduction. Students will gain experience in articulating their evidence for claims and in expressing their ideas with precise and transparent reasoning.In addition to work in core areas of advanced mathematics, we will devote seminar time to looking at our studies in a broader historical and philosophical context, working toward answers to critical questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did the current mode of mathematical thinking come to be developed? What is current mathematical practice? What are the connections between mathematics and culture?This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking.

This introductory program integrates first-year university calculus and physics with topics from chemistry and relevant areas of history and scientific literature to explore how scientists make sense of, and intervene in, the natural and human-created worlds. Careful observation of the natural world reveals an underlying order, which scientists try to understand and explain through model building and experimentation. Physical scientists seek to reveal the fundamental nature of matter, its composition, and its interactions; such understanding forms the essential background for our modern technological society. This program lays the foundation for developing this understanding. Students will be supported in developing a firm background in college-level science, becoming prepared for further work in the mathematical and physical sciences.The program will have a significant laboratory component. Workshops and seminar discussions will also allow for collaborative work on math, chemistry, and physics problems as well as an opportunity to explore connections between history, theory, and practice. The program is intended for students with solid high-school level backgrounds in science and mathematics; in particular, a good grasp of precalculus (including algebra and trigonometry) will be assumed. Equally important for success, however, will be a commitment to working hard and effectively in groups.The work will be intensive and challenging but also exciting; students should expect to spend at least 50 hours per week engaged with material during and outside of class. The program will include readings, lectures, labs, workshops, seminars, projects, frequent homework sets, quizzes, and exams; students will have the opportunity to demonstrate the knowledge they have gained in each of these settings. Students in this year-long program will also have the opportunity to work with three different physical scientists (two physicists and a chemist) via a shift in the faculty team and program style between fall and winter/spring quarters. Students who successfully complete all three quarters of the program will have covered material equivalent to a year of calculus and calculus-based physics with lab along with some related chemistry topics, and will be prepared for further introductory work in chemistry as well as upper-division work in mathematics and physics.

This advanced offering in the media arts is for students interested in working individually or collaboratively on yearlong media projects with the support of a learning community. The studio setting provides students with the opportunity to help shape one another's work through extensive critical review of ideas at each stage of production and through technical support on one another’s projects. Engagement with critical theory on representation informs each student’s creative approach to their media production work. The creative work produced over the year is research-based. Each media artist or collaborative team will engage in extensive research and writing to develop and support their creative ideas, including research papers, grant writing, script outlines, etc. A wide range of media projects and genres are possible, with a focus on creative nonfiction and documentary, as long as the media artist(s) demonstrate a strong foundation for potential success in that genre. Past participants have created participatory/interactive documentary, experimental film/video, autobiographical video, experimental narrative, essayistic video, animation, online documentary series, mixed media gallery installation, remix political satire, interactive Web installation, as well as standard documentary. Students are expected to build on existing skills developed in past academic work, developing advanced production skills rather than undertaking wholly new areas of media production. Participants work closely with one another throughout the year as co-learners and collaborators, collectively shaping the output of the studio and developing a program of shorts to be screened to the public at the end of spring quarter.An integrated approach to media history/theory and production is essential to the development of advanced media work. Students will explore strategies of representation through readings, screenings seminars, and research presentations, continuing to build their skills in critical thinking and critical analysis. Individual research projects will explore contemporary media artists who have made special contributions to the development of experimental media practice. Students will also conduct research into new and old media technologies, presenting their findings to the group. Students will continue to develop their production skills through workshops, exercises, and a collaborative project. Cinematography workshops will deepen student understanding of light, exposure, and image quality in the 16mm format and/or HD digital video. Audio production workshops will be offered to expand student expertise with sound design and technology.Fall quarter involves a period of reflection, research, and idea development, including a two- to three-day retreat for concentrated work. Students are asked to think broadly about their work, to research and explore a number of project ideas before settling on the final topic. During winter quarter, the focus will shift from idea development to the production phase, when students will acquire all their images and production materials. The critique process will be a central focus for the learning community during winter and spring, requiring students to participate regularly in the critical analysis of one another’s creative work. During spring, each student will complete post-production work, engage in extensive critique sessions, and participate in producing a public screening of their work.

This academic program is the home for the Evergreen Electronic Media Internships (also known as Media Services Internships). The EM Internships provide advanced students opportunities to gain deep knowledge of specific media concepts and skills in the context of a tightly knit cohort who collaborate on developing academic and creative research agendas that parallel and are informed by their work as interns. Students will work 30-40 hours per week earning 12-14 credits as an intern in one of the following areas: Animation/Imaging, Audio, Media Loan, Multimedia Lab, Music Technology, Production, Video Production and Video Post-production. Each intern develops instructional, technical, research, organizational, leadership, communication and collaborative skills as they work with supervising staff associated with each of these areas to support instruction, maintenance and administration of facilities and to fulfill campus production needs.This program also involves a two-credit academic component in the fall and a four-credit academic component in winter and spring. Students will focus their academic work on individual research into the critical history/theory of specific media technologies with an emphasis on social, cultural and economic influences on their development and adoption by both mainstream and alternative producers. As they expand their practical and theoretical knowledge of media technologies interns will examine their own roles as producers, artists, teachers and leaders through Academic Statement work and other reflective writing. Students will have the opportunity to work both collaboratively and individually on creative projects involving media production. Interns meet weekly as a group with staff or faculty to share skills, seminar on readings or screenings, peer review writing, collaborate on projects, and work together on productions and cross-training in all Media Services areas. The EM Internship program requires a yearlong commitment from fall to spring quarters.For more details, including information about prerequisites for each specific internship and how to apply, please refer to .

What does it mean to make moving images in an age of omnipresent media, information overload, social inequality, and global capitalism? What's the relationship between aesthetic form and power across race, class, gender, and other axes of difference? How can we understand the interplay between popular media and experimental modes? How do we critically engage with the history and traditions of media practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects and audiences? How can media makers represent or transform the “real” world? Students will engage with these questions as they gain skills in film/video/television history and theory, critical analysis, media production, collaboration, and critique.This full-time, yearlong program links media theory with practice. We will explore a variety of media modes and communication strategies, primarily interrogating representations of the "real” in media texts spanning the continuum between popular entertainment and artistic practice. As creative critics, we will gain fluency in methodologies including: close reading and formal analysis; mapping narrative and genre; unpacking power from feminist, critical race, decolonial, and anti-capitalist perspectives; and cultural, historical, and technological framing of commercial and independent media production. These analytical skills will help us understand strategies that artists have employed to challenge, mobilize, and re-appropriate mainstream media forms. As critical creators, we'll learn foundational production skills and experiment with alternative approaches, including nonfiction, video art, writing for and about media, autobiography, essay films, remix, installations, and performance. In addition to production assignments, program activities will encompass analysis and criticism through screenings, readings, seminars, research, and critical writing. We'll also spend significant time in critique sessions discussing our creative and critical work.In fall, students will explore ways of seeing, listening, and observing in various formats, focusing intensively on 16mm film production and completing both skill-building exercises and short projects. These collaborative exercises and projects will have thematic and technical guidelines consistent with the program curriculum. Our production work will be grounded in the study of concepts and methodologies from media history and theory, including significant critical reading, research, and writing. In hands-on workshops and assignments, we'll analyze images as communication and commodities and investigate how images create and contest meaning in art, politics, and consumer culture.In winter, students will delve deeply into field- and studio-based video/audio production and digital editing, using the CCAM studio and HD video technologies. We'll do this learning in conjunction with studying the social and technological history of television and video. Our production work will be primarily collaborative, though students will conclude the quarter by working on an independent project proposal.In spring, as a culmination of the conceptual, collaboration, and production skills developed in fall and winter, each student will create an independent project. Possible forms include video or film, installation, web-based projects, research projects, and internships. Technical workshops, screenings, research presentations, and critique discussions will support this emerging work.

This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as Medical Assistants - Registered. See
for more information.

This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.

This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.

This program develops and interrelates concepts in experimental (laboratory) biology, organic chemistry, and biochemistry, thus providing a foundation for students who plan to continue studies in chemistry, laboratory biology, field biology, and medicine. Students will carry out upper-division work in organic chemistry, biochemistry, cellular and molecular biology, and genetics in a yearlong sequence. The program integrates two themes, one at the cell level and the other at the molecule level. In the cell theme, we start with the cell and microbiology and proceed to the whole organism with the examination of structure/function relationships at all levels. In the molecular theme, we will examine organic chemistry, the nature of organic compounds and reactions, and carry this theme into biochemistry and the fundamental chemical reactions of living systems. As the year progresses, the two themes continually merge through studies of cellular and molecular processes in biological systems.Each aspect of the program will contain a significant laboratory component. On a weekly basis, students will write papers and maintain laboratory notebooks. All laboratory work and approximately half of the non-lecture time will be spent working in collaborative problem-solving groups. Spring quarter student-designed research projects are a culmination of all major concepts learned throughout the year.This is an intensive program. The subjects are complex, and the sophisticated understanding we expect to develop will require devoted attention and many hours of scheduled lab work each week.

Multitrack Composition is the study of audio technology and its role in changing the art of music composition and production. This three quarter long continuing class is concerned with the use of modern recording technologies as instrument. The use of signal processing, tape/computer based manipulation, and the structure of multitrack recorders and audio consoles allow a great number of techniques to be created on the fly to generate, modify, and document musical sound.
Fall quarter will be spent reviewing operation, design and application of the campus facilities to gain common skill levels and technical knowledge, and complete proficiency in the Communications Building API1608 and Neve 5088 studios and associated facilities.
The course is for musicians and engineers who want to develop compositional, technical and collaborative skills in modern production. This is a lab course with limited (20) positions available. Please make sure you complete an application and speak with the sponsor regarding your skills. If you have any questions, please contact the sponsor.

Western European music has had a long development of simultaneous complexity, from the introduction during Medieval times of independent voice leading, to the multi-voiced complexity of Gyorgi Ligeti's in the 1960s. is the presence of multiple, independent musical voices, where the differences of each voice emphasize the differences of the others. It is the opposite of , in which musical lines are hierarchically bound to one another, harmonically and metrically, as in a barbershop quartet.From the 1920s through the 1940s, the anthropologists Gregory Bateson and Margaret Mead studied the cultures of the South Pacific, as well as those of North America and Europe. They traced and articulated the differences between cultures, while noting the simultaneous shared properties held between them. In the 1940s, Bateson and Mead (along with Heinz von Foerster, W. Ross Ashby, and others) began what was later called cybernetics. In our program, we will be reading papers by Bateson, Mead, von Foerester, and others. We will study the mathematical theory of information and create compositions in sound that mirror and address the complexities that these scientists wrote about, by means of the musical techniques of polyphony and voice-misleading.We will also investigate and learn how to program in the C programming language under the Linux operating system, in an attempt to create acoustic events that might begin to match the complexity of our own times, using polyphony, and study the ideas of counterpoint as shown in the compositions of J. S. Bach, Arnold Schoenberg, Gyorgi Ligeti, and contemporary composers. During the first quarter, we'll study the basics of C programming, getting familiar with the fundamentals of digital synthesis and the Linux operating system. Projects will include the creation of single-channel sound files and learning about the fundamental waveforms, additive synthesis, mixing, and frequency modulation. By the second quarter, we'll expand the work to include two-channel sounds, algorithms for equal-power panning, filtering and granular synthesis. In the third quarter, students will create 8-channel compositions, study direct waveform synthesis, and utilize all the algorithms that we studied through the year. Throughout the year, students will also be expected to write and perform vocal exercises in musical counterpoint, which they will perform in groups.There will be regular listening sessions, musical projects, and writing assignments using the writings of cyberneticians as models. The program will attend concerts of music in Seattle and Portland and give a public concert of our final compositions.

This quarter-long program will investigate the relationship between music composition and music performance. The program structure mixes independent work in music with weekly lectures, seminars, and performance workshops. Students will compose original pieces that explore contemporary compositional techniques and work to improve their performance skills. The program is for experienced composers and performers. It is not a course in songwriting, beat making, or popular music.
The goal of the program is for students to become better composers and performers. To do this, we will have weekly workshops in performance practice, as well as composition forums to review and help the members of the group refine their ideas. Students will work to develop greater understanding of the qualitative aspects of listening and how music “functions” in their lives. We will read texts that deal with established contemporary compositional techniques, such as
, by David Cope, as well as recent findings related to the effects of music on the body. We will also read texts related to various aspects of performance, such as
, by Pedro de Alcantara. These readings will help students build vocabulary and a broad spectrum of approaches to our work. They will also help us develop useful critical skills. All students will select a topic for a 20-minute formal research presentation that will be presented orally during week 9 as the culmination of their independent work during the quarter. There will be an overnight retreat during which guest musicians will work with the students and share information about their approaches to the creation and performance of music. There will also be a public concert of original pieces at the end of the winter quarter.

Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship.

.” – Margaret Mead
– Brian Greene
The human brain seeks comprehension through the identification of patterns. Yet while we seek predictable organization, we also crave the excitement of the unexpected. Could an examination of this paradoxical human desire increase our understanding of the powerful role music plays in the lives of individuals and the communities in which they live? In this program, we will examine the many layers of patterns that fill our music as well as the unexpected disruptions within those patterns that captivate our imagination. We will consider corresponding patterns in the natural world and other human endeavors in order to better understand our environment, our place in it, and the role of art in shaping our experiences.Our work with progressive skill development will require physical immersion into the practices of listening, moving, and making music. Theory and literature studies will require the development of a common working vocabulary, writing skills, quantitative reasoning, and critical-thinking skills. Weekly activities will include readings, lectures, seminars, and interactive workshops designed to encourage students to expand and meld their creative interests within an intellectual infrastructure. Performance workshops will provide opportunities to gain firsthand understanding of fundamental skills and concepts as well as the transformative possibilities that exist through honest confrontation of challenging experiences. Writing workshops and assignments will encourage thoughtful consideration of a broad range of program topics. This balanced approach to the development of physical craft, artistry, and intellectual engagement is expected to culminate in a significant written and performance project.

The Puritans are caricatured as strict prudish moralists. Yet the Puritans were avid readers and writers who believed in the life of the mind. They socialized, partied, drank alcohol, played sports, and married young if at all. About a third of their children were born out of wedlock; efforts to purify themselves of sin were not completely successful. Nevertheless, the
for self-purification captures the American imagination, and its roots are deep in the Puritan past. In the 1950s, the path-breaking historian Perry Miller wrote, “Without understanding Puritanism, and that at its source, there is no understanding of America.” Students will study what Miller meant, learn about generations of “new Puritans” over three centuries of American history, and evaluate whether Miller was—and is—correct. Puritanism has changed, but its basic “structures of feeling,” to borrow a phrase from Raymond Williams, are still with us, and will be the subject of our studies.
This upper-division program will give an overview of progressive movements and ideas in a transatlantic context (i.e., spanning Great Britain to the United States). Students will read history, literature, religious tracts, and political philosophy. Our program’s cast of historical characters will include 18th-century idealists, 19th-century reformers, 20th-century progressives, and “new radicals.” We’ll encounter abolitionists, utopians, vegetarians, temperance advocates, lots of women (some of them feminists), communists, radicals, and counter-culturists, including idealists in our own time who address challenges of the human condition.In the fall, we will take a 10-day trip to New England to visit sites of early Puritan settlement such as Plymouth, Boston, and Salem. Our studies will begin in 16th-century England, with an examination of the Protestant Reformation and the political questions it inspired. We will consider how and why religious ideas about individual agency and rights shaped social change and inspired social movements, including the American Revolution and beyond. In the winter, students will pursue a research project on a topic of their choice.The Puritans were concerned with the dignity of everyday people, skeptical or outright hostile to state power, troubled by hierarchy, compelled to purge corrupting influences, attracted to disciplined bodily habits, worried that society was ever more unethical, committed to influence minds and hearts, and convinced that “everything happens for a reason.” If you share any of these concerns, you may be a “new Puritan.” Take this program and find out.

Our program will explore the productive paradoxes of Germanic sensibilities by working through foundational works in literature, philosophy, psychoanalysis, music, and visual arts from German-speaking thinkers and makers. We will be especially concerned with the unmistakable coexistence of a drive toward order, structure, technology, and systems, with an equally persistent melancholy, deep inwardness, and mysticism. Goethe’s
is written in German; so, too, is the Dada
The philosophical systems of Kant and Hegel, for example, feed Nietzsche’s critical tongue. Freud and the psychoanalytic tradition name and analyze the chaotic forces of human depths decades after German Romantics intimated and sang praises of that darkness, figuring its caves, jewels, and labyrinths in their poems and paintings. The operatic wave of Wagnerian ritual “Gesamtkunst” (total art) joins, in the German canon, the ethereal choirs of medieval mystic, Hildegard of Bingen, and the perfect symmetry of a piece from Mozart. We will ask what in this dual mentality allowed the rise of fascism, and how the artists and thinkers who opposed it and came of age in its wake were radically changed in their understanding of their language, their work, themselves, and their notions of art and of humanism.
In fall and winter quarters, we will work across a long history, drawing from the Medieval and Renaissance eras with the aim of better understanding German Romantic literature, art, and philosophy of the late 18th and 19th centuries, and studying that period in turn so that we can approach works from 20th-century moderns, as well as works by outsider artists found in the fringe galleries and theaters in contemporary Berlin. Language study (beginning and intermediate) will be integral to our work for all students who plan on traveling to Germany in spring quarter.
Spring quarter will include further language, philosophical, and cultural study, as well as significant individual project work. Students may elect to travel to Germany for nine weeks of field study, first in Berlin for intensive language and cultural studies, and then on excursions into, for example, Austria, Switzerland, and southwestern Germany during students’ “
(walking time). In Berlin, we will continue our historical trajectory with an emphasis on works of post-modernity and the situation of the contemporary European and world city, studying Berlin’s art, music, drama, and architecture. During the
students will pursue their self-designed curriculum incorporating travel and cultural research; a portion of winter quarter will be devoted to developing those projects. Students on campus will engage a version of the all-program syllabus while developing their own individual projects with the support and help of faculty and one another. These students will have their own version of the
when they can make field trips of their choosing. These might include touring independent poetry publishers, traveling to a nearby or distant museum or archive important to their research, or wandering the mountains or seashore reading and writing about the German Romantic poets and thinkers like Nietzsche, Novalis, or Hesse. All students will join together at year’s end to present their spring experiences and projects.
This program will offer advanced work in the humanities and excellent preparation for graduate work.

This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of several works of nineteenth- and twentieth-century literature
Our overall goal is to become more resourceful, effective, and insightful readers.

Musicians proficient on orchestral string instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler
NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pm
BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160

The Civil Rights era is typically described as a set of movements inching towards justice through the hard work of individual organizers—predominantly African-American males. When an entire historical moment is narrated in this way, women of color—their actions, their contributions, and their leadership—are implicitly relegated to the shadows. Students who are taught history in this way learn not to question what is “unseen,” which in turn reinforces the patriarchal status quo. This program seeks to resist that status quo by shining light on the leadership and work of many erased women of color across the decades of the 1950s-1970s.In addition to studying the crucial roles women of color played in the era of Civil Rights, we will learn about the critiques women of color provided of both white feminism and the male-dominated Black Power movement. In other words, we will highlight the role of women-of-color activists, writers, singers, and leaders in the struggle to forge a truly intersectional analysis of American systems of oppression. Because our 10-week study will necessarily be incomplete, students will be invited to do biographical or creative projects on figures and topics not covered in our syllabus.Significant attention will be paid to helping students develop their reading and critical thinking skills, and we will also supplement our textual analysis with films and music from the period.

The Civil Rights era is typically described as a set of movements inching towards justice through the hard work of individual organizers—predominantly African-American males. When an entire historical moment is narrated in this way, women of color—their actions, their contributions, and their leadership—are implicitly relegated to the shadows. Students who are taught history in this way learn not to question what is “unseen,” which in turn reinforces the patriarchal status quo. This program seeks to resist that status quo by shining light on the leadership and work of many erased women of color across the decades of the 1950s-1970sIn addition to studying the crucial roles women of color played in the era of Civil Rights, we will learn about the critiques women of color provided of both white feminism and the male-dominated Black Power movement. In other words, we will highlight the role of women-of-color activists, writers, singers, and leaders in the struggle to forge a truly intersectional analysis of American systems of oppression. Because our 10-week study will necessarily be incomplete, students will be invited to do biographical or creative projects on figures and topics not covered in our syllabus.Significant attention will be paid to helping students develop their reading and critical thinking skills, and we will also supplement our textual analysis with films and music from the period.

This is a one-quarter program focusing on the development of studio skills and methods in painting and on the history and future of painting in the visual arts. Students will have the opportunity to develop technical skills in the use of acrylics and oils and to learn about the history of painting, with emphasis on how this medium was transformed in the last century and how it is continuing to evolve now. Students will address weekly studio projects in class designed to improve their understanding of color, composition, thematic research, and studio methodology. Each student will create a series of paintings on an individual theme over the course of the quarter, accompanied by in-depth, theme-related research. This program is designed for students who have a strong work ethic and self-discipline and who are willing to work long hours in the studio on campus in company with their fellow students.

In complex and sometimes fearsome times, it can be hard to maintain the equanimity to live a life of active wisdom and compassion. This course will teach personal, clinical and social practices derived from Eastern and Western traditions, that support constructive responses to our circumstances. Eastern psychology has developed a rich and varied methodology for recognizing and transforming suffering. In approaching harm at a social level, Western and other traditions of mercy and forgiveness are fruitful and illuminating. Students will have an opportunity both to consider being peaceable as an individual choice, and to consider non-violence as a collective behavior.

Whenever we hope to influence fellow citizens, family members, political leaders, or customers, we rely on our understanding of persuasion. Yet constructing a persuasive message is hardly a simple task. Scholars since days of Socrates have debated the most effective and ethical means of persuasion, and researchers in the fields of communication and psychology have spent decades trying to identify how, when, and why some persuasive strategies are more successful than others. Students in this program will draw on readings in classical, contemporary, and critical persuasion theory to investigate a variety of persuasive contexts including: public information campaigns, business marketing, and political discourse. Students will practice constructing persuasive messages in written and oral forms. Special attention will be given to logical argumentation fundamental to persuasion in academic contexts. This program satisfies MIT endorsement requirements in communication.

This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and darkroom printing. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.

This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.

In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.

This course will introduce students to photographic practice through digital means.
A brief introduction to digital video will also be included. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.

This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Students will be expected to maintain an online blog/web gallery showing in-progress photography with appropriate text. Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.

This is an intermediate to advanced class where students will be using older photographic methods and techniques. We’ll be spending a significant part of this class learning about and using view cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.

In this program, students learn how to use Hitchcock and Cronquist's
a technical key for identifying unknown plants. In the field and laboratory, they will hone their ability to recognize diagnostic characters of plant families. Students will also learn how to collect, prepare, and curate herbarium specimens. These skills will be applied to a collaborative research project. Through field trips, lectures, and readings, students will learn about Pacific Northwest plant communities, including prairies, oak woodlands, coniferous forests, sagebrush steppe, and wetlands. Students can expect to dedicate a significant amount of time to maintaining a detailed field journal, which will be used to assess their field skills.
Another significant focus of the quarter is botanical illustration. Students will create a portfolio of artwork and participate in the curation of a show. In lectures, readings and critiques, participants will study the cultural history of botanical illustration. In workshops, students can expect to develop skills in pen and ink, scratchboard, and watercolor techniques. Students will practice these skills in the execution of a portfolio of illustrations. They will also learn to digitally reproduce and manipulate their images for publication. A five-day field trip to Sun Lakes State Park is critical to the work of this program. Participation in this and other field trips is required.

For at least the past two centuries, the world has been remade by the increasingly vast movements of peoples away from homes and homelands and into the dense, heterogeneous publics of world cities. In this program, we will seek to understand the complex reasons for these movements and the racial, class, and identity struggles within the plural spaces, sites and societies they have engendered. Looking at global histories of the nineteenth and twentieth centuries, we will ask how emerging empires enabled new kinds of identities and borders, both national and ethnic, and consider the ongoing economic, linguistic, demographic, and military processes that have alienated or uprooted millions of people from their native lands. We are especially interested in how, in the face of various kinds of violence—structural, epistemic, genocidal, or everyday—people have responded actively to repair torn communities, find new collaborators in urban spaces, and restore a sense of place and belonging.Our two quarter program will consider a range of historical and contemporary contexts for our inquiry into place and displacement. We will explore various global sites—Indonesia, Vietnam, the Baltics, the Caucasus, the U.S./Mexico border, and North Africa/EU frontiers —to understand the workings of colonial and post-colonial power relations and their effects on human dwelling and movement, looking at labor migrations, exiles, human trafficking, border policing, and other forces. We will study how kinship ties and foodways foster the cohesion of immigrant communities, noting the countervailing forces—such as schooling and inter-generational strife—that have divisive effects. In our studies of the United States, we will explore the Great Migration from the American South to the urban centers of the North in the mid-twentieth century, as well as the ruins and racisms faced by urban people of color in the present. The Pacific Northwest will be central to our inquiry throughout the program, serving as a local site for our historical and ethnographic studies. We will especially consider Native American regional presence and cultural persistence; the arrival of Asian, African, and Latin American immigrants and refugees in the Pacific Northwest arising from the dislocations of the cold-war and transnational circuits of labor; and the various internal displacements of homeless youth in Seattle and Olympia.The program will be reading and writing intensive, providing intermediate to advanced studies in history, anthropology, geography, and urban studies. We will also think about how the complexities of hybrid urban communities can be approached through the work of landscape and urban design, taking into consideration the formation of urban spaces around sites like memorials and marketplaces. Students will learn a range of techniques for close empirical study of place and displacement: ethnographic fieldwork, oral history and audio recording, archival research, material culture studies, and mapping. In fall quarter, we will embark on a three night field trip to Seattle to consider how the city has been shaped by a range of migrations and by intensive, ongoing processes of gentrification. In winter quarter, students will complete a major research project and/or internship work centered in the Pacific Northwest, or in other locations in the U.S. or abroad.

What is the relationship between landscape and art? How do people map and define the Pacific Northwest? Within the states of Washington, Oregon, Idaho, and the province of British Columbia there is a great diversity of Indigenous people: Pacific Northwest Coast, Coast Salish, Interior Plateau, and Interior Salish. Through literature and studio practice in serigraphy printmaking, or screen-printing, we will explore and research the historical and contemporary perspectives of traditional and innovative Indigenous artists from the Pacific Northwest regions. The printmaking studio component will address diverse visual languages, design strategies, and regional traditions.In this program we will study the ways that place affects art and literature, and link these processes to Indigenous nation-building. We will learn the histories of the region, from tribal creation stories to contemporary case studies of nationhood. We will critically consider dominant narratives, or the stories about Native people that have been disseminated in popular culture and public education, and compare and contrast that to the stories that Native people tell. The different cultural geographies and placemaking of Northwest Coast Native people are linked to ideas about “home” and recreate flexible understandings of space and identity.Our focus will be on writers and artists who see their art-making as both critically engaged and as part of their relationship to their communities. We will contrast visual sovereignty to intellectual and political sovereignty, defined as an Indigenous community’s or individual’s right to create a space for self-definition and determination. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony.This is an entry-level program in which students will build critical analytical skills through rigorous reading and writing, as well as develop the foundations of studio art practice in the printmaking process of serigraphy. Working only on paper, students will learn to create both hand-drawn and computer generated stencils for use with the photo-emulsion printing techniques. Students will create a conceptual body of work with an emphasis on professional editioning practices.We welcome students who do not identify as artists, but have a deep interest, and all students will work to better understand their place in relationship to the dominant arts canon. Faculty will work with students to develop different forms of literacies, including visual, cultural, and political. These skills are often prerequisites for students who plan to become teachers.Students will be expected to integrate extensive readings, lecture notes, studio experiences, films, interviews and other sources in writing assignments. We will consider settler colonialism as a necessary context, but not the only frame for understanding Indigenous people. Rather, we will emphasize the resiliency and persistence of Indigenous nations.

How do plants and plant communities function? How do plants differ in function above ground and below ground? We will closely examine the ecology and physiology of plants and current methods in plant ecology. Our studies will be divided among those that focus on individual plants (autecology), the interactions among plants (synecology), and physiological interactions with the environment (ecophysiology). Topics will include plant communities; competition and facilitation ecology; plant physiology; water use; photosynthesis; plant growth and form; rooting; and the potential effects of large-scale disturbances, such as climate change, on plant communities. We will apply what we learn about plant ecology to better understand current research in the broader fields of ecosystem and community ecology. Our readings will be divided between current widely used texts in plant physiology and ecology, historical papers of great importance, and current research papers from technical journals. Local day trips, workshops, labs, and a multiple-day field trip will allow us to observe field research on plant physiology, plant restoration, and the plant ecology of diverse environments, as well as conduct student-driven research on plant ecology and physiology.This is also a writing intensive program for technical science writing. Communication skills will be emphasized, particularly reading scientific articles and writing for scientific audiences.

Games, simulations and conceptual workshops are scripts for experience, small worlds of meaningful engagement with information and ideas, and with problems and solutions. This two-quarter academic program will introduce participants to the design and effective use of interactive learning activities in education, in management, and in efforts toward social change and civic engagement. Topics of study during fall quarter will include the psychology of play, research related to cognition and to inquiry-based learning, and analysis of published learning activities. We will play and assess games used in classrooms, management and social change work and participate in workshops and simulations, as we learn about participant/design interaction. One goal will be the application of research and theory to the design decisions of others. Program members also will form teams to complete several small interactive projects before developing designs for their own educational game or simulation based in specific learning goals. Development of a written prospectus that relates this activity's design to theory and research will accompany this work. Winter quarter will continue our engagement with research, theory, and activity assessment and design, through reading and participation in collaborative learning activities. One focus will be introduction to selected basics of instructional design. Design teams will complete their own prototyping, and then playtest other teams' projects, offering rigorous, theoretically-informed feedback. During this process, teams will complete and present one major revision to their game. By the end of winter quarter, participants will have had opportunity to acquire a broadly-based literacy in basic planning, design and evaluation of educational games, and will have been introduced to the qualities of simulations and conceptual workshops that make these activities effective. Please note that our design focus throughout the program will be on non-digital games, simulations and workshops, although we will play and assess several digital games. Students with relevant software expertise may propose design of a digital activity as their two-quarter project. Credit may be awarded in education, quantitative reasoning, educational game design, and other areas depending upon student project work.

Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at
. Finally, The Olympian wrote an article about the program, which you can find at

Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay, which is a separate and economical assessment that speeds time to degree. Students completing a PLE document generally describe he experience as “transformative,” helping them to understand he college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” . You will also find further information, including a video, at
. Finally, The Olympian wrote an article about the program, which you can find at

Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at .

This two-quarter upper-division program will provide an interdisciplinary, in-depth focus on how land has been viewed and treated by humans historically and in contemporary times. How can today’s built environments be explained, and what should be preserved? We will give special attention to the political, legal, economic, social/cultural, environmental, and justice contexts of land use. We will also look at land ethics, concepts of land ownership, and efforts to regulate land uses and protect lands that have been defined as valuable by society. We will consider more sustainable development patterns to accommodate population growth and improve public health, especially walkable urban density.To understand the purpose of land use policy and regulation, the following topics and disciplines will be used to evaluate the human treatment of land, primarily in the United States: history and theory of land use planning; economic and community development; the structure and function of American government and federalism; public policy formation and implementation; contemporary land use planning and growth management; elements of environmental and land use law; economics; fiscal analysis of state and local governments; and selected applications of qualitative and quantitative research methods, such as statistics and Geographic Information Systems (GIS). Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land use planning, restoration, urban redevelopment, stewardship, conservation, and the specific skills sets required for professional level work in this dynamic field.The program will include lectures, seminars, guest speakers, films, workshops and in-class simulations (e.g., a mock public hearing), field trips in western Washington and individual and group research projects and presentations. Students will also acquire professional writing skills through instruction and practice in formats such as the policy briefing paper. Students will develop an understanding of the political and economic history that brought about the need for land use regulation. This will include understanding the political, legal, theoretical, and economic context. Students will apply these themes to contemporary applications and the professional world of land use planning, such as understanding the legislative and public policy processes in Washington at the state and local government levels, major policies such as the Washington State Growth Management Act, historic preservation, and economic development. During spring quarter, additional subtopics of interest to the program will be explored through major group projects and presentations or internships. Students will leave the program with credits for an emphasis in land use planning—an excellent preparation for potential professional careers and the prerequisites for many graduate programs in land use planning, public administration, and public policy.

We will examine the nature, development, and concrete workings of modern capitalism and the interrelationship of race, class, and gender, primarily in the contemporary context. We will focus on the themes oppression, exploitation, social movements, reform, and fundamental change, as well as the construction of alternatives to capitalism, nationally and globally. We will examine social changes that have occurred in the past, present trends, and alternatives for the future. We will examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism, and neoclassical economics, and their explanations of the current United States and global political economy and of key issues such as climate change, poverty and inequality, immigration and the criminal justice system.In studying the U.S. experience, we will study linkages from the past to the present, between the economic core of capitalism, political and social structures, and gender, race, and class relations. Resistance and social movements will be a central theme. We will also investigate the interrelationship between the U.S. political economy and the changing global system, historically and in the present. We will study causes and consequences of the globalization of capital and its effects in our daily lives, and the role of multilateral institutions. We will analyze the responses of societies such as Venezuela and social movements such as labor, feminist, anti-war, environmental, anti-racist, indigenous, and youth, and the global justice movement in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism, including participatory socialism and strategies for fundamental change.Students will be introduced to economics from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, and the gender and racial division of labor. We will study macroeconomics, including austerity policies and critiques of it, the role of debt, and causes and solutions to unemployment and economic instability.Students will engage the material through seminars, lectures, guest speakers, films, workshops, synthesis papers based on program material and concepts, and a take-home exam.

This program focuses on the issue of power in American society. We will investigate the nature of economic, political, social, military, ideological, and interpersonal power. The interrelationships of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal, and short papers.The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What is meant by the term “power”? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by current power structures? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary, or desirable?In a time of war and economic, social, and political crisis, a good deal of the program will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. There is a good deal of reading and some weeks are more complex that others. Please be prepared to work hard and to challenge your previous thinking.

With the breakup of the British Empire following World War II, a new set of states emerged into the world, each with particular cultural concerns. Many of those concerns are described in the imaginative genre of the novel. This program will explore the aesthetic and political issues around the novel, from the early 20th century to the present, with a focus on Anglophone writing from current and former commonwealth countries.The intersection of colonialism, nationalism, cultural identity, and the novel will be an important locus of attention. What makes a novel "British," "colonial," or "postcolonial"? What happens when politics and art are married, and what is gained and lost in this relationship? In what ways can writers and their work be representative—or not representative—of a so-called “genuine national tradition”? What constitutes a progressive or moral artwork, and does that have any special value?
Our reading list will begin with Joseph Conrad’s
, and will go on to consider a number of other novels and writers such as Salman Rushdie, Chinua Achebe, Nadine Gordimer, J.M. Coetzee, V.S. Naipaul, Jean Rhys, Kiran Desai, E.M. Forster, Ben Okri, and/or Zadie Smith. We will read excerpts from other works of fiction, critical views on the postcolonial novel, and contemporary literary theory. Films may be screened in class. By the end of the program, students will have a firm foundation in postcolonial literature, exposure to significant strands of literary theory, and experience with upper-division literary research.
Students will be asked to read various texts, prepare presentations, lead class discussions, and produce a critical paper (15+ pages), in addition to minor assignments. The best work in this program will be useful for graduate school applications.

Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce primarily through a student market stand on Red Square.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015.

Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce through a Community-supported agriculture (CSA), as well as a market stand.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015.

This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, share, and reflect. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.

The arts allow us to access deep components of ourselves that are not easily available through other means. They also allow us to gain new perspectives on our culture and the world around us. Perhaps this is at the heart of why people are so passionate about art.In this team-taught, full-time program, students will study developmental psychology and psychological underpinnings of artistic expression and will design arts activities for presentation within the class and for use as social health care projects beyond the campus. Students will integrate their knowledge of these areas to create inter-modal art-centered activities designed to reduce stress and increase resilience and social skills for diverse communities and age groups, including international refugee populations. The student-designed, art-centered activities might take many forms, such as online instructions, a video piece, a tabletop game or interactive theatre workshops. We will make use of cognitive and experiential approaches to learning in order to introduce students to skills and concepts needed to increase their understanding of cognitive, emotional, mental, and physical contexts of developmental psychology. The program will integrate theories with practice to explore diverse resources from personal to global in scale as well as guide students toward creating multi-modal arts-based modules that can become part of an international curriculum on social health care to build resilience and promote creativity for people of diverse ages and to reduce conflict in displaced communities. Students will also develop knowledge and presentation skills by conducting research into a topic of their choosing, related to their arts-presentation project, and presenting it in an appropriate format at the end of the term.

For a quarter century, queer theory has challenged normativity and conformity and has provided a social and critical context for creative work that breaks conventions, transgresses boundaries, and flouts notions of naturalness, inherency and order. The vernacular of narrative—its shapes, processes and language—provides a means by which gender and sexuality can be elaborated with individual agency and imagination. Queer narratives disrupt genres and tropes, confound the impulse to resolve and categorize, and bend to serve the stories of emergent characters both real and fantastical. In this program, we will use images, words, pages, screens, spaces, silence, lyricism, exposition, poetry, prose, fiction, essay, and more to consider and create hybrid narratives that express and enact queerness. Creative writing and image-based assignments will challenge formal conventions and will encourage critical engagement. Readings and screenings will emphasize hybridity, liminality, intersectionality, marginality, edginess, and alienation. Seminars will place texts at the center of our discourse. Lectures and workshops will model and interrogate ways of critical thinking and making. Students will build a solid foundation in theory, develop technical skills in writing and media, and will place their work in context in order to think critically about whether sexuality and narrative—both the body and the body of work—are “natural,” constructed, or something else entirely.

Add sound effects and music together with a voice speaking words, and there you have one of radio’s most popular features today: creative audio documentary. This program will focus on writing nonfiction documentaries and researched essays and bringing them alive with sound. Participants will learn how to write, record, perform, and edit creative and engaging nonfiction audio programs and podcasts. Radio programs themselves will be among our texts as we discover the variety of nonfiction currently airing. Online archives of audio essays will provide opportunity to analyze not only specific mixes of words and sound, but also the ways in which making meaning with words must be shaped to match radio’s one-time-only quality, with careful word choice and directness, brevity, rhythm, and pacing. Writing and speaking workshops will focus on developing effective skills for oral story-telling and description as these contribute to meaning-making in audio communication. Basic audio recording and editing workshops also will be provided. This program is especially well-suited to students who have some familiarity with audio technology and for those who have strong interest in a specific topic they'd like to share with others. Students may have the option of airing their work on community radio or through other public forums.

From the Old Testament to Sigmund Freud, from August Kekulé’s vision of the ouroboros to Salvador Dali’s melting clocks, dreams have been an integral part of both an individual’s well-being and the creative spirit. Dreams have manifested themselves as clues to personal problems, solutions to stubborn intellectual conundrums, and even as works of art. What role do they play in our own inner and outer lives?This two-quarter, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work in the areas of dreams and photography to cultivate awareness of the interplay of inner and outer experience through challenging readings, creative work, and self-reflection. We will examine our beliefs about the nature of reality as manifest in the expressive arts and physical reality from a variety of disciplinary viewpoints including photography, psychology, literature, and biology.During fall quarter, we will study the basics of black-and-white photography as a means of learning how to see and appreciate the world around us. We’ll also learn how we (and others throughout history) have used dreams to “see” our inner world. We’ll use Greek literature to examine the emotional and behavioral interactions that we call “love” and try to understand the concept of “light” from both a physical and philosophical perspective. During winter quarter, we’ll continue and deepen our study and use of photography and dreams and include a study of relevant topics in biology such as neuroplasticity, epigenetics, and the physiology of the eye. We’ll also examine alternative areas of research such as lucid dreaming and paranormal phenomena, as well as the approach of the Surrealists to examining the nature of reality through art and dreams. Students will have the opportunity to give a presentation to their peers using the skills learned during the two quarters.This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities and document 48 hours of program-related work per week.

Our work in this program draws inspiration from Paul Gilroy's
and Jace Weaver's
. Gilroy and Weaver place Africans and Native people at the center of Atlantic world history. In this program, we will do similar work with Indigenous people and the Pacific world. The Pacific ocean is not only a conduit for the physical movement of people and ideas, but also serves as a highway for connections between cultures. How can we understand a sense of place that is based both on landscape and on seascape? On vessels from voyaging canoes to tall ships, cultural and intellectual life were nourished by the exchange and circulation of ideas. We will learn about the multiple histories of the Pacific world, considering in more depth the connections between the Indigenous people of the Coast Salish region, Hawai’i, Australia, and Aotearoa. In our studies of the Pacific world, we will place Indigenous people at the center of our narrative through a focus on art, literature, and history.
We will examine the Red Pacific as part of a larger story of globalization and the worldwide movement of Indigenous people and their technologies, ideas, and material goods. Indigenous people sailed the sea for multiple purposes in the last five centuries: as voyagers, adventurers, slaves/captives, soldiers, artists, and public intellectuals. We will particularly work to understand the canoe as transportation, cultural artifact, and symbol of sovereignty and nation-building. Students will analyze contemporary examples of Indigenous connections such as the Tribal Canoe Journeys, the Gathering of Indigenous Artists that was held at Evergreen in 2001, and recent voyaging of the Polynesian triangle by double-hulled waka.Students will be expected to integrate extensive readings, lecture notes, films, interviews and other sources in writing assignments. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony. Students will develop the foundations of studio art practice in Northwest Native design and relief printmaking techniques. Students will explore and research the use of relief printmaking by indigenous artists of the Pacific world and will create a conceptual body of work with an emphasis on professional editioning practices. We welcome students who do not identify as artists, but have a deep interest, and all students will work to better understand their place in relationship to the dominant arts canon. Faculty will work with students to develop different forms of literacies, including visual, cultural, and political. These skills are often prerequisites for those who wish to be involved with artistic practice or plan on teaching.

For centuries, shouts of liberation have echoed through the streets, from Kolkata, India, to Caracas, Venezuela. Today, new movements are afoot, inviting us to revisit the question, "What does independence mean in the cultural, historical, political, and economic context of the global South?" Third World liberation movements that arose in the aftermath of World War II did so not only as organized resistance to colonial forms of oppression and domination, but also as attempts to reconceptualize an alternative, anti-imperial and anti-racist world view. While gaining some measure of political independence, nations such as India, Egypt, Algeria, Mexico, and Nicaragua found that they remained enmeshed in neocolonial relations of exploitation vis-à-vis the former colonial masters and the emerging U.S. empire. Their post-colonial experience with nation-building bears witness to the actuality that political liberation remains inseparable from economic independence.Through the disciplinary lenses of literature, cultural studies, political economy, and feminist theory, this program will explore how various ideas of liberation (sometimes complementary, sometimes contradictory) have emerged and changed over time, in the contexts of Latin America, the Middle East, and the Indian subcontinent. We will explore religious, national, gender, ethnic, and cultural identities that shape narratives of liberation through the discourses of colonialism, neocolonialism, religious traditions, and other mythic constructions of the past. We will examine how deep structural inequalities have produced the occupation and partitioning of land and migrations, both forced and "chosen."With emphasis on a variety of texts, we will examine the ways in which authors revisit their histories of European and U.S. colonialism and imperialism, question the ways stories have been written, and seek to tell another story, reinterpreting liberation. In fall, we will explore several historical models of liberation and critique dominant representations of Third World nations. We will focus especially on India's path to independence, the Algerian and Cuban revolutions, Egypt/Arab nationalism, and the Chilean Road to Socialism. In winter, we will move forward chronologically, framing our cases within the current context of neoliberalism. Our case studies will include Iran and Nicaragua in 1979 and afterwards, the Israeli/Palestinian conflict, post-nationalist resistance movements in Mexico, opposition to U.S.-led wars in Afghanistan and Iraq, the Bolivarian Revolution in Venezuela, the recent Arab uprisings, and issues of ecology and resource sovereignty affecting the three regions. We will look at feminist involvement in these contexts, as well as the role of U.S. foreign and economic policy in suppressing liberatory movements.In spring quarter, we will focus on migration as a legacy of colonial relations, neoliberal globalization, and heightened militarization. We will examine border cultures and the day-to-day realities of dislocation through the literature of various diasporas, and the quest for community, sovereignty, and economic security in the post 9-11 era. For part of their spring quarter credit, students will have the opportunity to engage in community-based internships around issues of immigration and human rights or project work related to program themes.

This program is designed to provide a capstone opportunity for seniors within psychology or closely related social science disciplines (sociology, anthropology) to conduct independent research projects within a supportive intellectual environment of other researchers. Research projects may be inductive or deductive in their approach, and may utilize qualitative or quantitative methodology. Research may be aimed at testing a well-established theory, replicating a study, crafting an elegant psychological experiment, designing and executing a written survey, conducting interviews, or engaging in observational ethnographic research. Students will form research groups within the program based on shared research interests (or methodological interests or theoretical interests). Faculty will provide structured support to these learning communities across all aspects of the research process. Students entering this capstone program should do so with a particular research project in mind, although faculty will work one-on-one with students to help shape the nature of their project in both practical and theoretically meaningful ways.Students will attend the annual meeting of the Western Psychological Association (WPA) in Long Beach, CA, from April 28-May 1, 2016. This field trip will provide direct exposure to researchers in psychology, enabling students to talk with other researchers (many of whom are undergraduate or graduate students), find out about the latest trends in research psychology, and be intellectually stimulated by poster sessions, panel presentations, and talks by well-known scholars in the field.Students who successfully complete this capstone program will have collected, analyzed, and written up their findings by the end of the spring 2016 quarter. This program is timed to correspond with the November 2016 deadline to apply to present research findings at WPA the following spring of 2017. Those who wish to continue their project work past the end of the quarter in order to prepare their work for conference submission or even publication in an academic journal may inquire about developing an Independent Learning Contract with the faculty in the summer of 2016.

This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is
. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study.
The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is
in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme,
will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed
which will add to the complexity of the student’s knowledge construction
For spring quarter, the sub-theme is
, in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community.
Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called
, and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.

This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is
. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study.
The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is
in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme,
will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed
which will add to the complexity of the student’s knowledge construction
For spring quarter, the sub-theme is
, in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community.
Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called
, and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.

This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is
. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study.
The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is
in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme,
will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed
which will add to the complexity of the student’s knowledge construction
For spring quarter, the sub-theme is
, in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community.
Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called
, and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.

This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is
. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study.
The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is
in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme,
will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed
which will add to the complexity of the student’s knowledge construction
For spring quarter, the sub-theme is
, in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community.
Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called
, and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.

Why do some persuasive messages inspire us to change the world while others fail to even hold our attention? What can we learn from the rhetorical strategies of past social movements? How do social change activists balance competing goals and multiple audiences? And how can we produce messages that move hearts, change minds, and tickle funny bones all at the right time? To answer these questions, we will investigate rhetorical strategies from the American Revolutionary rhetoric and Abolitionist/Civil War rhetoric, but the majority of our time will be focused on 20
and 21
century social movement discourse. We will look closely at the persuasive features of speeches, articles, letters, posters, songs, non-fiction movies, protest events, campaigns, blogs, podcasts, and other rhetorical artifacts.
Rhetoric, the study of the art of persuasion, is one of the oldest disciplines in the Western academic tradition. Students in this program will learn to use rhetorical analysis techniques developed over centuries, from ancient Aristotelian theories of ethos, logos, and pathos to contemporary theories of information framing and cognitive processing. Such analyses will deepen student's understanding of persuasion and serve as the basis for insightful rhetorical criticism.Rhetoric is also the foundation of several qualitative research methods commonly used in the social sciences. Students will learn to use qualitative methods by conducting media research on contemporary public issues such as immigration, climate change, foreign policy, health care policy, economic inequality, or social injustice related to race, gender, sexual orientation, or ability. We will pay special attention to how social movement discourse intersects with political campaign discourse in the lead-up to 2016 elections.In addition to learning theories and practices in rhetorical criticism and social research, students will also develop practical skills in the art of persuasion. Through focused instruction and experimentation in persuasive writing and public speaking, students will become more effective advocates for social change and more confident participants in the social and political debates of our time. As part of our study of public speaking, students will learn skills for speaking on camera as well as for live audiences.

This interdisciplinary science and visual arts program is focused on rivers, streams, and watersheds and is designed for beginning students in art and ecology. Students will explore the role of art and science in helping people develop a deep and reciprocal relationship with a watershed. We will study physical stream characteristics that affect the distributions and relationships among biological organisms. We will develop observational skills in both art and science as well as keep illustrated field journals that are inspired by a connection to a specific stream.The first half of the program focuses on the Nisqually River watershed. Through readings and field studies, students will learn the history of the watershed, study concepts in stream ecology, learn to identify native plants in the watershed, and learn about current conservation efforts. We will work with local K-12 schools to conduct water quality testing, identify aquatic macroinvertebrates, and provide environmental education to elementary school students. The study of freshwater ecology will include basic water chemistry, stream flow dynamics, primary productivity, organic matter and nutrient dynamics, aquatic insect taxonomy, ecological interactions, current threats to freshwater ecosystems, and ecological restoration. The program will focus on current research in riparian zones, streams, rivers, and watersheds. Students will have opportunities to be involved in small-scale group research projects in stream ecology. An overnight field trip will be organized to provide in-depth experiences in the field and study of rivers on the Olympic Peninsula.Students will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. They will work in charcoal, chalk pastel, watercolor, and colored pencil. They will explore strategies for using notes and sketches to inspire more finished artworks. Through lectures and readings, students will study artists whose work is inspired by their deep connection to a place. Each student will visit a local stream regularly and, in the second half of the quarter, will create a series of artworks or an environmental education project that gives something back to their watershed.

This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.

Students in this lower-division physics/optics and upper-division biology program will gain exposure to how the sensory organs and systems for touch, taste, smell, hearing, and vision work on a basic scientific level. Students will learn the fundamental steps in sensory perception, starting with the transmission of a given physical phenomenon from the outside world to a molecular cell receptor and ending with neurophysiologic interpretation by the brain.The physics component of the program will focus primarily on the wave behavior and optics underlying the detection of sound and light. In the biology component, the somatosensory, olfactory, gustatory, auditory, and visual systems will be used as focused topics to study more general concepts in molecular cell biology and neuroscience.Weekly assignments will consist of textbook readings with assigned problem sets as well as primary scientific and review papers. Electrophysiology, cell signaling, synaptic function, neuroanatomy, psychophysics, and neural integration will be emphasized for each sensory system studied, with special emphasis on physics of the auditory and visual systems (wave propagation, interference, and ray optics). Laboratory sessions will reinforce the physics and biology concepts learned in lecture and provide students with opportunities to learn fundamental optical, cell, and molecular biology techniques.This program is appropriate for students interested in pursuing further work in biophysics, biological research, neurobiology, and the biomedical sciences. Students who successfully complete this program will attain upper-division credit in cell biology, molecular biology, and neuroscience, and lower-division credit in both introductory physics (equivalent to one quarter of algebra-based physics) and biophysics.

How have humans understood the universe and our place in it, from ancient to modern times? Our readings will explore questions like this, from the perspective of several cultures.In conjunction with the program Astronomy and Cosmologies, a limited number of students are invited to join our seminar to discuss the idea of cosmologies. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. We will all read the same seminar texts. Science Seminar students will read the same seminar texts as Astronomy and Cosmologies, but will do half the work—no math, half the class meetings, and a little more writing.Students will work in teams to prepare for each seminar. Teams will post pre-seminar assignments online, and individuals will post essays (and responses to peers' essays) online. We will have two seminars per week. Our class meetings will be in person, and the online work will contribute importantly to our community-based learning.

How is energy harvested and transformed, used or abused? What effects do human systems have on Earth’s climate? What are the consequences for human societies? What can we learn from the past? How can we live more sustainably?We will investigate questions such as these, as a learning community seeking deeper knowledge and wisdom together. One of our primary means of inquiry is seminar: small teams pre-seminar on weekly readings in advance, we all seminar together twice a week, and we share essays and peer responses online. This seminar is shared with students in Energy Systems and Climate Change.Students will share questions and growing understanding about readings, and will discuss ideas and concern for the future. Students will write three to four essays and many peer responses individually, and will post pre-seminar assignments with teams. Learning goals include deeper understanding of sustainability and climate change, science and scientific methods, and improved skills in writing, teamwork, and communication. Details will be available at

Creative writers, performers, and social scientists all engage with deep inquiries into what it's like to be a person and what it means to live within a society that shapes our lives.In this program, we'll examine the cultural norms that shape our notions of selfhood, the forces that compel individuals to construct their identities and their bodies in certain ways, and the means by which creative activities, including research, can disrupt those norms and the ideologies behind them. We'll do this through specific disciplinary perspectives on the idea of the individual across three disciplines: improvisational performance, sociology, and creative writing.
In the fall, major readings will include sociological studies and theoretical texts and a selection of 20
-century literature emphasizing innovative approaches to character. Active research, creative writing, and essay projects will challenge students to develop their own inquiries in relation to program themes. Regular workshops in field-research methods, creative and critical writing, and improvisation will allow students to build new skills, gain confidence with different modes of learning, and explore their own rich questions across disciplines.
Beginning in winter, students will develop major projects integrating what they've learned in all three disciplines, including sociological research and creative writing, culminating in the development of collaborative performance pieces in spring quarter.

Literary and non-fiction narratives recounting sea voyages offer a separate and confined space, a heterotopia, where cultural imagination and anxieties are projected, explored and sometimes transformed. Aboard ships, authors and readers escape bourgeois society and domestic pressures, come of age, explore communal utopian dreams, connect with wild spaces, or recreate social conflict on a small stage.In this program we will read and view a wide variety of narratives about voyages at sea. Most of our sources will be literary: fiction, poetry, and theater, but we will consider the non-fiction narrative as well. We will study classic texts by those who have shipped out (short works by Melville and Conrad for example) and more contemporary works by regional authors. We will view film portrayals of the sea voyage and maritime work.In week three we will expand our sense of voyaging with four days aboard a tall ship in the Salish Sea.Students will read and write thoughtfully about what they experience and discover. We will create theatrical readings and other presentations related to the program themes. Upper-division students will be expected to complete a larger project and all students will find exceptional support and connection in their work as members of a learning community.

From the to the to the , modern-day shipwrecks have captivated us all. But what can we learn from these disasters? Students in this program will study not only the specifics of these and other maritime tales of loss and woe, along with their pop-culture fallout in music, film, and other media, but also the lessons they offer for effective management in business, military, and other high-stakes "mission-based" projects in structured social environments. The captain on the bridge of a ship shares many commonalities with the manager of a health care team, the owner of a business, a union leader, a military officer, the head of a household, or anyone else in a leadership position. If you want to hone your leadership skills--or better understand the ways in which social organizations can succeed or fail--then this class is for you. Modern shipwrecks will constitute the metaphorical lens through which we consider these matters, and numerous case studies of maritime failure will be our main focus. In addition, we will review nautical history, geography and cartography, navigation, some basic physics, and study the evolution of maritime technology, which has allowed for both extraordinary advances and colossal blunders. We will also consider and critique the ways in which modern shipwrecks have been included in popular culture, from Gordon Lightfoot's emblematic "Wreck of the Edmund Fitzgerald" and James Cameron's , to the plight of the small boat pleasure-cruiser in Robert Redford's . But the broader theme of the program will be not only understanding how and why certain modern shipwrecks have come to pass, but what specific "breakdowns" in social coordination help to explain them, and how one might avoid similar breakdowns in a range of environments, at sea or otherwise. Ships' captains and their crews have long stood as metaphors for other structured social undertakings. This program will offer a rich theory-to-practice study plan relevant to anyone hoping to assume a leadership role in a mission-driven social environment, and wanting to better understand how mission-driven social organizations can succeed--or fail--in reaching their goals. Credits may be awarded in Maritime Studies, Organization & Management, History, and Anthropology.